The Sexist Occupational Representation in English Textbooks of Iranian High schools
Abstract
The present study aims to investigate the occupational roles assigned to women and men in three volumes of English textbooks of Iranian high schools (Birjandi, Soheili, Nowruzi, & Mahmoodi, 2006) using Hartman and Judd’s (1978) framework. The results of the inferential and descriptive analyses demonstrated that these textbooks were 99% sexist in regards to occupational roles as men were depicted in high-status jobs, but women were represented in low-status jobs. In addition, men were manifested in a greater range of occupations than women.
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