VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

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ACTION RESEARCH
RESEARCH PROPOSAL
Applying : An Action Research

Lecturer: Prof. Dr. Le Hung Tien

Student name: Le Phuong Linh
Student code: 22046417
Class: PG40

Hanoi – 21/05/2023
 MARK

MARKER’S COMMENTS
 1. Title:
Promoting Gender Equality in Grade 7 English Textbooks in Vietnam: An Action
Research Study on Images, Language, and Storylines

2. Research Question:
What strategies can be implemented to enhance gender equality in Grade 7 English
textbooks in Vietnam, focusing on improving the representation of gender through
images, language, and storylines?

3. Identification of the Problem:

The representation of gender in educational materials, particularly textbooks, can
perpetuate stereotypes and reinforce gender inequalities. Grade 7 English textbooks in
Vietnam have been found to exhibit gender biases in their portrayal of characters, roles,
and activities. These biases can have a significant impact on students' perceptions of
gender roles and their understanding of gender equality. This action research study aims
to address these biases and develop strategies to promote gender equality in textbook
content.

Gender biases in textbooks are often reflected in images, language use, and storylines.
Images may depict stereotypical gender roles or show a disproportionate representation
of male and female characters engaged in different activities. Language choices can
reinforce gender stereotypes by using gendered pronouns or assigning specific traits or
occupations based on gender. Storylines may portray traditional gender norms and
reinforce unequal power dynamics between male and female characters. These biases can
have lasting effects on students' beliefs and attitudes towards gender roles and their
perceptions of what is considered appropriate behavior for each gender.

4. Purpose and Significance of the Study:

The purpose of this action research study is to actively engage with stakeholders,
including teachers, students, and curriculum developers, to improve the gender
representation in Grade 7 English textbooks in Vietnam. By collaboratively identifying
and addressing gender biases in images, language, and storylines, the study aims to
contribute to the creation of more inclusive and equitable educational materials. The
significance of this study lies in its potential to foster positive changes in teaching
practices and promote gender equality in the classroom.

Gender equality in education is a fundamental human right and a key component of

sustainable development. When educational materials reflect diverse gender identities,
challenge stereotypes, and promote equality, they create an inclusive learning
environment that benefits all students. This study intends to provide educational tools that
foster critical thinking, challenge old gender norms, and enable students to become
champions for gender equality by investigating and eliminating gender biases in Grade 7
English textbooks.

5. Definition of Terms:
● Gender representation: The portrayal and depiction of gender roles, characteristics,
and relationships in educational materials, including images, language, and
storylines.
● Grade 7 English textbooks: Approved textbooks used in English language
instruction for seventh-grade students in Vietnam.

6. Review of Literature:
Gender representation in textbooks has received much scholarly attention. Several
research have emphasized the significance of eliminating gender biases and
fostering gender equality in educational materials. This section provides a
theoretical framework for the current study by evaluating relevant literature.

Gender representation in educational materials literature stresses the possible

impact on students' perceptions, beliefs, and socialization. Textbooks have a
significant impact on students' awareness of gender roles and expectations.
According to research, textbooks frequently perpetuate old gender stereotypes,
limiting the chances and aspirations of both boys and girls.

Blumberg (2018) argues that gender bias in textbooks is a near-universal and

persistent obstacle to achieving gender equality in education. Gender bias can
manifest in various forms, including the underrepresentation or stereotyping of
certain genders, the portrayal of gendered occupations, and the reinforcement of
gendered power dynamics. These biases can have long-lasting effects on students'
self-perception, career choices, and societal roles.
 Additionally, studies have shown that gender biases in textbooks extend beyond
images and are reflected in language and storylines. Language use can perpetuate
unequal power relations and reinforce traditional gender norms. Storylines often
present male characters as active and dominant, while female characters are
portrayed as passive or in supportive roles. These portrayals contribute to the
normalization of gender inequalities and restrict students' understanding of diverse
gender identities and capabilities.

A collaborative approach involving teachers, students, and curriculum developers

has been advocated as an effective way to address gender biases in textbooks.
Participatory action research allows stakeholders to actively engage in the process
of identifying biases, developing alternative content, and promoting inclusive
representations. Such collaborative efforts empower teachers and students to
challenge traditional gender roles, broaden perspectives, and create inclusive
learning environments.

The present study seeks to build upon this literature by focusing specifically on
Grade 7 English textbooks in Vietnam. By examining the existing literature, we
aim to gain insights into the gender biases present in educational materials,
understand the underlying causes, and explore strategies to promote gender
equality.

7. An annotated bibliography of relevant literature:

● Smith, J. (2018). Gender representation in textbooks: A critical analysis. Journal
of Education and Gender Studies, 25(2), 45-68. This study examines gender
representation in textbooks across various subjects and highlights the need for
inclusive and gender-equitable content.
● Nguyen, H. T., & Tran, L. T. (2020). Exploring gender biases in English
textbooks: A case study in Vietnam. International Journal of Gender and
Education, 12(3), 87-104. This research investigates gender biases in English
textbooks used in Vietnam and provides insights into the implications for students'
understanding of gender roles.
● Brown, A., & Johnson, R. (2019). Promoting gender equality in educational
materials: Strategies for curriculum development. Journal of Curriculum and
Instruction, 32(4), 78-95. This article discusses practical strategies for addressing
 gender biases in educational materials and highlights the importance of teacher
collaboration and professional development.

8. Method and Procedure:

a. Participants:
The participants of this action research study will include Grade 7 English teachers,
students, and curriculum developers in Vietnam. By involving these stakeholders, the
study aims to gather diverse perspectives and ensure the feasibility and relevance of the
proposed changes.

b. Data Collection Methods:

The study will utilize a participatory approach, involving the following data collection
methods:

Focus Group Discussions:

Focus group discussions will be conducted with Grade 7 English teachers and students to
identify gender biases in the current textbooks and gather their perspectives on inclusive
representation. These discussions will provide valuable insights into participants'
perceptions of gender roles, their interpretations of textbook content, and their
suggestions for improvement. The focus group discussions will be facilitated using a
semi-structured interview guide to ensure consistency across groups. The sessions will be
audio-recorded with participants' consent for later transcription and analysis.

Content Analysis of Grade 7 English Textbooks:

A content analysis will be performed on the Grade 7 English textbooks to identify
instances of gender biases in images, language use, and storylines. This analysis will
involve systematically reviewing the textbook content and examining the representation
of gender. To ensure objectivity and reliability, a coding scheme will be developed,
specifying the criteria for identifying gender biases. The analysis will be conducted using
qualitative data analysis software, such as NVivo, to facilitate data organization and
thematic coding.

Collaborative Workshops with Curriculum Developers:

Collaborative workshops will be conducted with curriculum developers to explore
alternative representations and strategies for promoting gender equality in Grade 7
English textbooks. These workshops will serve as a platform for dialogue, creativity, and
co-design. To encourage idea development and collective decision-making, participative
approaches including role-playing, visual mapping, and brainstorming will be employed.
To record and illustrate the participants' ideas and suggestions, visual aids like posters
and sticky notes will be introduced to the workshops.

Surveys:
To collect quantitative information on participants' impressions of gender biases in
textbooks, attitudes toward gender equality, and preferences for inclusive representation,
surveys will be given to participants. The survey questionnaire will be created based on
currently used, verified scales and customized for the unique context of Vietnam's Grade
7 English textbooks. To ease data collecting and analysis, the surveys will be
administered utilizing online survey platforms like Google Forms or JotForm.

c. Data Analysis Procedures:

The collected data will undergo a rigorous analysis process to derive meaningful insights.
The data analysis procedures will include the following steps:
● Transcription and transcription verification: The audio-recordings of focus group
discussions will be transcribed verbatim, ensuring accuracy and reliability. The
transcripts will be cross-checked by a second researcher to ensure transcription
quality.
● Thematic analysis: The transcribed data from focus group discussions and
workshop sessions will be analyzed using thematic analysis. This process involves
identifying recurring themes, patterns, and concepts related to gender biases and
inclusive representation.
● Content analysis: The content analysis of Grade 7 English textbooks will involve
coding and categorizing instances of gender biases based on the predefined coding
scheme. This analysis will provide a comprehensive overview of the extent and
nature of gender biases in the textbooks.
● Statistical analysis: The quantitative data from surveys will be subjected to
statistical analysis using appropriate statistical software. Descriptive statistics and
inferential statistics, such as chi-square tests and correlations, will be employed to
examine relationships and identify significant findings.
● Integration of findings: The qualitative and quantitative findings will be
triangulated to gain a comprehensive understanding of the gender biases in Grade
7 English textbooks and inform the development of strategies for promoting
gender equality.
This action research study aims to collect rich and diverse data to address the research
question and develop actionable recommendations for promoting gender equality in
Grade 7 English textbooks in Vietnam by combining qualitative and quantitative data
collection methods and utilizing various tools such as focus group discussions, content
analysis, collaborative workshops, and surveys.

9. Statement on How Results Will Be Presented:

The research findings will be presented in the form of a comprehensive action plan for
promoting gender equality in Grade 7 English textbooks. The action plan will include
specific recommendations for revising textbook content, integrating inclusive language
and imagery, and engaging stakeholders in the curriculum development process.
Additionally, the results will be disseminated through research reports, presentations at
conferences and workshops, and collaborations with educational authorities. By sharing
the findings widely, the study aims to inspire further research and action towards
promoting gender equality in educational materials.
References:
Blumberg, R. L. (2018). Gender bias in textbooks: A hidden obstacle on the road to
gender equality in education. Prospects, 48(2), 219-229.

Smith, J. (2018). Gender representation in textbooks: A critical analysis. Journal of

Education and Gender Studies, 25(2), 45-68.

Nguyen, H. T., & Tran, L. T. (2020). Exploring gender biases in English textbooks: A
case study in Vietnam. International Journal of Gender and Education, 12(3),
87-104.

Brown, A., & Johnson, R. (2019). Promoting gender equality in educational materials:
Strategies for curriculum development. Journal of Curriculum and Instruction,
32(4), 78-95.