Gender-biased language in learning disability textbooks.
The purpose of our study was to explore whether gender-biased language exists in two editions of popular learning disabilities (LD) textbooks by a female author and a male author. First, we examined whether gender-biased language (as measured by the frequency of gender-specific pronouns) was present in LD textbooks as a function of the author's gender and discovered that the male author exhibited approximately a 7:1 ratio in his use of masculine to feminine pronouns. In contrast, the female author demonstrated no significant difference in her use of gender-specific pronouns. Second, we investigated whether the degree of gender-biased language has changed in different editions over the past 5 years and found a significant change only in the use of neutral pronouns by the male author. The existence of gender-biased special education textbooks raises the issue of the possible influence that such material may have on professional expectations concerning students with LD. In a field in which males are placed in LD programs in disproportionate numbers, the responsibilities of both authors and publishers are discussed, as their actions may have an impact on female students' rights in accessing appropriate educational services.
Foley
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Ohio University, College of Education, Athens 45701.
Safran
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D000293:Adolescent; D000328:Adult; D002648:Child; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology* / Q000628:therapy; D008297:Male; D011287:Prejudice; D012660:Semantics; D013240:Stereotyping; D013782:Textbooks as Topic