Research Activities

Raddawi, R., Claire A., Nakayama T., Fahmy F. A. 2023 (March 24). Real world gender equity starts with better curricula. Diplomatic Courier. 

Raddawi, R., Mikhael R., Lys F. 2023. Advancing Gender Equity in the Language Curriculum:  The Role of the Instructor. In Issues in international language teacher education, development, and evaluation: Challenges, opportunities, and innovations. London: Routledge. (under Review)

THE ROLE OF THE INSTRUCTOR IN ADVANCING GENDER EQUITY

The question of the role of the language instructor in advancing gender equity in language teaching and learning is an important one with consequences for teacher preparation and additional professional development. To explore this question, we distributed a Qualtrics survey in the Spring of 2023  to all foreign language instructors teaching at Northwestern University. The purpose of the survey was to explore how language instructors perceive their language teaching material and classroom dynamics concerning gender and gender equity, and whether they felt they were adequately prepared to critically assess teaching material and practices. Results of the instructor survey showed that instructors are keenly aware of the importance of gender equity  in their teaching practices but that existing textbooks continue to maintain gender stereotypes and gender biases whether in the choice of themes or the use of language. Furthermore, despite extensive teaching experience, most surveyed instructors indicated the need for additional professional development dealing with gender, gender identity, and equity. Results of this survey are summarized in a book chapter as Advancing Gender Equity in Language Learning: The Role of the Instructor (co-authored by Rana Raddawi, Ragy Mikhael, Franziska Lys), currently under review. View results of the instructor survey here.

ATTITUDE AND PERCEPTION OF GENDER AND GENDER EQUITY AMONG LANGUAGE LEARNERS

This study investigated language learners’ perceptions of gender equity in their language classroom as well as their practices and perceived strategies to promote gender equality. We used an online Qualtrics questionnaire to collect data from students enrolled in language classes at Northwestern during Spring Quarter 2023. 75 students participated in the survey. The results showed that half of the students thought their textbooks or teaching materials were not balanced in terms of gender and gender representation, half of the students thought their teaching material id not represented the diversity in their class, and more than 70% thought their teaching materials did not include gender inclusive language. View Results of student survey here.

WHOSE VOICES ARE REPRESENTED? HIGHER EDUCATION SPANISH LANGUAGE LEARNING MATERIALS:

Professor Millikin and her research assistant Amaya Mikolic Berrios are currently researching current higher education Spanish-language curricular materials for the presence and/or representation of women. They are exploring whose voices are heard and whose identities are symbolically annihilated. They hope to cover a wide breadth of primary and supplementary materials. Some of their research questions include:  Do general language textbooks and film-focused language textbooks have equitable presence of female voices and stories? Are selected films told through female writers and directors? Are female identities presented with agency? Do Spanish-language graded readers targeting higher education have female leads or female authors? What options do language instructors have when looking to promote gender equity in their Spanish language courses? They are currently preparing their findings for a conference presentation.

WOMEN’S REPRESENTATION IN TRADITIONAL MEDIA IN LUSOPHONE COUNTRIES: IMPLICATIONS FOR PORTUGUESE LANGUAGE TEACHING

Professor Williams and her research assistants Letícia de Mello and Anika Velasko (with contributions from Luiza Peres) are currently researching how women are represented in selected traditional newspapers in Brazil, Portugal, Angola, and Mozambique and how it can foster relevant discussions in a Portuguese language class regarding the linguistic and cultural implications of the role of women in these societies. Freire once said (1989) that “the reading of the world precedes the reading of the word.” How writers or journalists portray women in large-scale newspapers can influence readers worldwide. As long as the world is not well read and interpreted, gender issues cannot be easily resolved. However, it is precisely “in reading the world” that we are confronted with a reality with which everyone can agree: there is a significant disadvantage in the social representativity of women. Antonio Guterres, the Secretary-General of the United Nations, recently presented data that not only confirms stagnation but also indicates a significant setback in women’s rights worldwide. By analyzing the written media of traditional newspapers in Portuguese-speaking countries, we can not only observe the positions women occupy in their societies, but we can also consider pedagogical actions that can promote reflection on the role of women in society, fostering awareness and transformation.