Summary Format of a scholarly journal article

Name : Sindy Valensia, Hotilah, Dina Nur Rohmadhoni

NIM : 200110101061, 200110101027, 200110101008
Class : Academic Writing D

ARTICLE IDENTITY
a. Title : Gender Representation in Instructional Materials: A Study of Iranian
English Language Textbooks and Teachers’ Voices
b. Author :Jackie F. K. Lee
c. Co-author (s) : Vahid Mahmoudi Gahrouei
d. Journal/Publisher : Sexuality and Culture/Springer Science+Business Media
e. Journal index : Scopus, Emerging Sources Citation Index (ESCI)
SUMMARY CONTENT
a. Purpose of research:
 The present study seeks to investigate how gender is constructed in newly published Iranian
English language textbooks and how school teachers perceive the textbooks they use daily
in respect of gender depiction.
b. Research problem/gap (current and or relevant phenomenon/problem, theoretical or empirical
research gap sourced from the existing theories or previous studies):
 The authors investigated whether the gender bias found in previous textbook studies in
order to perpetuate Islamic gender ideology was repeated, or whether the authors showed
any form of gender awareness in line with global efforts to promote gender equality.
c. Theoretical or literature review (referred theories or concepts; the formulation of proposition
or hypothesis (if any); and research model/conceptual framework):
 Previous studies have revealed that gender inequity can be manifest in textbooks in different
forms. One common observation that plagues many feminists is female omission
or underrepresentation, textually and/or visually, which implicitly suggests that
women are less important or less worthy of mention than men (Foroutan 2012; Gupta
and Lee 1990; Lee 2019; Lee and Chin 2019; Ndura 2004; Paivandi 2008; Porreca
1984; Wharton 2005).

d. Method (research design/type, population/sample/object, data type and source, data collection
tools/technique/method, tools/method of analysis):
 The investigation integrated both manual analysis and computational analysis
to make the study more objective and comprehensive.
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 The manual analysis included recording all the male and female characters and their roles.
As for the corpus analysis, three textbook corpora were compiled using the WordSmith
Choose Texts Tool.
e. Results and discussion (characteristic of sample/research object, results of analysis/findings,
discussion of research results):
 Male to Female Appearances
Similar findings were noted for the use of masculine and feminine pronouns. These finding
are in line with some earlier Iranian textbook studies which noted female
underrepresentation (e.g. Amini and Birjandi 2012; Baghdadi 2012; Foroutan 2012).
 Visual Representation
By contrast, males are portrayed in a much wider range of settings. They are presented as
professionals and skilled workers. While, males take part in different leisure activities.
 Social Roles
Women were portrayed in a more limited range of social roles than men.
f. Conclusion (general conclusion):
The present study found that educational reform in Iran in recent years, which aims to enhance
students’ English communication skills, has not substantially improved gender representation in
the new EFL school series for high school students. Gender inequality is still present in
different forms.

g. Limitation and suggestions (limitation of research scope and suggestions for future studies):
This research only focuses on English Textbook for Junior High School. The researcher also use
book that published by Ministry of Education only.
h. Implications (theoretical and practical implications of the research):
 Teachers can redress the bias in textbooks through using gender-neutral language
themselves, presenting males and females in similar roles in supplementary teaching
materials, heightening learners’ gender consciousness, and enabling them to question issues
of power, discrimination and language.
i. Significance and thought :
These findings reveal the ambivalence of some textbook authors.
They must follow government policies to convert women through school education
but on the other hand, they are aware of the need to promote gender inclusiveness in aligned
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with global demand for gender equality.