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Article: An analysis of gender representation in Territory-wide System Assessment English language papers for primary school students in Hong Kong
Title | An analysis of gender representation in Territory-wide System Assessment English language papers for primary school students in Hong Kong |
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Authors | |
Keywords | English language Gender representation Hong Kong Language testing Territory-wide System Assessment (TSA) |
Issue Date | 2020 |
Publisher | Springer New York LLC. The Journal's web site is located at https://www.springer.com/journal/12119 |
Citation | Sexuality and Culture, 2020, v. 24 n. 4, p. 1128-1149 How to Cite? |
Abstract | Gender stereotyping has long been an issue for gender and language research from as early as the 1970s, and analyses on gender representation in English language textbooks have been frequently conducted. However, gender representation in assessment papers, another commonly occurring genre in education, remains unexplored in Hong Kong research. Therefore, this paper was aimed to explore how males and females are represented in Territory-wide System Assessment (TSA), a territory-level assessment administered in Hong Kong, to find out if gender stereotyping is still an issue. The data of the current study include the recent 10 years of TSA Primary 3 English Language Reading & Writing papers. A total of 33 sets of TSA Primary 3 English Language Reading & Writing papers was analysed by using content and linguistic analyses for their written texts and visual analysis for visual elements. The key findings include: males and females are represented similarly in the written texts and in the visuals, and females are portrayed as involving in occupational roles more frequently than males in both the written texts and visuals. However, it is always females who were drawn to be focused on family matters, and the marital status of a female is still distinguished by the use of either Miss or Mrs. Suggestions for test paper designers and examination authorities are given and implications for future research studies are drawn at the end of this paper. |
Persistent Identifier | http://hdl.handle.net/10722/284873 |
ISSN | 2023 Impact Factor: 1.2 2023 SCImago Journal Rankings: 0.498 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Yang, CCR | - |
dc.contributor.author | Yan, TL | - |
dc.date.accessioned | 2020-08-07T09:03:45Z | - |
dc.date.available | 2020-08-07T09:03:45Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Sexuality and Culture, 2020, v. 24 n. 4, p. 1128-1149 | - |
dc.identifier.issn | 1095-5143 | - |
dc.identifier.uri | http://hdl.handle.net/10722/284873 | - |
dc.description.abstract | Gender stereotyping has long been an issue for gender and language research from as early as the 1970s, and analyses on gender representation in English language textbooks have been frequently conducted. However, gender representation in assessment papers, another commonly occurring genre in education, remains unexplored in Hong Kong research. Therefore, this paper was aimed to explore how males and females are represented in Territory-wide System Assessment (TSA), a territory-level assessment administered in Hong Kong, to find out if gender stereotyping is still an issue. The data of the current study include the recent 10 years of TSA Primary 3 English Language Reading & Writing papers. A total of 33 sets of TSA Primary 3 English Language Reading & Writing papers was analysed by using content and linguistic analyses for their written texts and visual analysis for visual elements. The key findings include: males and females are represented similarly in the written texts and in the visuals, and females are portrayed as involving in occupational roles more frequently than males in both the written texts and visuals. However, it is always females who were drawn to be focused on family matters, and the marital status of a female is still distinguished by the use of either Miss or Mrs. Suggestions for test paper designers and examination authorities are given and implications for future research studies are drawn at the end of this paper. | - |
dc.language | eng | - |
dc.publisher | Springer New York LLC. The Journal's web site is located at https://www.springer.com/journal/12119 | - |
dc.relation.ispartof | Sexuality and Culture | - |
dc.rights | This is a post-peer-review, pre-copyedit version of an article published in Sexuality and Culture. The final authenticated version is available online at: https://doi.org/10.1007/s12119-020-09754-0 | - |
dc.subject | English language | - |
dc.subject | Gender representation | - |
dc.subject | Hong Kong | - |
dc.subject | Language testing | - |
dc.subject | Territory-wide System Assessment (TSA) | - |
dc.title | An analysis of gender representation in Territory-wide System Assessment English language papers for primary school students in Hong Kong | - |
dc.type | Article | - |
dc.identifier.email | Yang, CCR: rccyang@hku.hk | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1007/s12119-020-09754-0 | - |
dc.identifier.scopus | eid_2-s2.0-85085347091 | - |
dc.identifier.hkuros | 312609 | - |
dc.identifier.volume | 24 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 1128 | - |
dc.identifier.epage | 1149 | - |
dc.identifier.isi | WOS:000534707300001 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1095-5143 | - |