The Role of Textbook Idols on the Formation of Feminine Identity in Mainland China

Research Article
Open access

The Role of Textbook Idols on the Formation of Feminine Identity in Mainland China

Kan Zhang 1*
  • 1 BASIS International School Park Lane Harbour, Jingguan North Road, Huizhou, China    
  • *corresponding author kan.zhang14922-biph@basischina.com
LNEP Vol.6
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-37-9
ISBN (Online): 978-1-915371-38-6

Abstract

In the progress to understand the formation of feminine identity in education, a consequential yet often neglected aspect is the role of idols. Educational idols are abundant in textbooks and are given high esteem both in and outside of the educational environment, despite the primary role of textbooks as being a record of objective knowledge while idols are subjective and relatively personal. This article will consider the various ways idols influence the formation of feminine identity and analyze the delicate interplay between social horizons and the historical nature of textbooks. The method of literature is applied in this paper to explore the extent and mechanism by which textbook idols influence the formation of feminine identity. Sources of materials include published articles, papers, and statistics produced in the late twentieth and early twenty-first centuries. The five aspects of identity as proposed by Rorty and Wong will be analyzed along with the dualist theory of gender formation based on social horizons and personal interaction or experience. Moreover, the digitalization of textbooks, which occurs on a large scale in our information age, will play a pivotal role in our analysis, as the nature of textbooks undergoes fundamental changes in reactivity, fluidity, and personalization due to this advancement in communication technology. This increase in connection and reactivity ultimately leads to idols having an impact more comprehensive in coverage yet positive on the formation of feminine identity. Consequently, idols play a substantial role in the formation of feminine identity and, when seen in the light of digitalization, influence the majority of students in a constructive and positive way.

Keywords:

Feminine identity, idol, digitalization

Zhang,K. (2023). The Role of Textbook Idols on the Formation of Feminine Identity in Mainland China. Lecture Notes in Education Psychology and Public Media,6,736-741.
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References

[1]. Curtis, A. (2015). Defining adolescence. Journal of Adolescent and Family Health, 7(2), 1. https://scholar.utc.edu/cgi/viewcontent.cgi?article=1035&context=jaf

[2]. Human, L. J., Sandstrom, G. M., Biesanz, J. C., & Dunn, E. W. (2012). Accurate first impressions leave a lasting impression. Social Psychological and Personality Science, 4(4), 395–402. https://doi.org/10.1177/1948550612463735

[3]. Rule, N., Ambady, N. (2010). First impressions of the face: predicting success. Social and Personality Psychology Compass, 4(8), 506–516. https://doi.org/10.1111/j.1751-9004.2010.00282.x

[4]. Barnes, G. M. (1977). Emile Durkheim’s contribution to the sociology of education. The Journal of Educational Thought, 11(3), 213–223. https://www.jstor.org/stable/23768661

[5]. Eisner, E. W. (1993). Forms of understanding and the future of educational research. Educational Researcher, 22(7), 5. https://doi.org/10.2307/1176749

[6]. Riemer, A. (2019). The objectification equation: How objectifying experiences add up to subtract women and girls from pursuing STEM. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1113&context=psychdiss

[7]. Dworkin, R. (1981). What is Equality? Part 2: Equality of Resources. Philosophy & Public Affairs, 10(4), 283–345. https://www.jstor.org/stable/2265047

[8]. Ruyter, D. & Conroy, J. (2002). The formation of identity: The importance of ideals. Oxford Review of Education, 28(4), 509-522. https://www.jstor.org/stable/1050582

[9]. Taylor, C. (2019). The Ethics of Authenticity.Cambridge, Harvard University Press.https://www.hup.harvard.edu/catalog.php?isbn=9780674987692

[10]. Sampson, E. (1993). Celebrating the Other. Hemel Hempstead: Harvester Wheatsheaf, 8(1), 130–133. https://doi.org/10.1177/095269519500800111

[11]. Statista. (2020). Educational attainment worldwide by gender and level. https://www.statista.com/statistics/1212278/education-gender-gap-worldwide-by-level/

[12]. Flaherty, C. (2018) Women are underrepresented in economics textbooks, says a new analysis, with implications for the field’s gender imbalance. (2018). Insidehighered.com. https://www.insidehighered.com/news/2018/01/19/women-are-underrepresented-economics-textbooks-says-new-analysis-implications-fields

[13]. Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge university press. https://doi.org/10.1017/CBO9780511845307

Cite this article

Zhang,K. (2023). The Role of Textbook Idols on the Formation of Feminine Identity in Mainland China. Lecture Notes in Education Psychology and Public Media,6,736-741.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 5

ISBN：978-1-915371-37-9(Print) / 978-1-915371-38-6(Online)
Editor：Muhammad Idrees, Matilde Lafuente-Lechuga
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.6
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Curtis, A. (2015). Defining adolescence. Journal of Adolescent and Family Health, 7(2), 1. https://scholar.utc.edu/cgi/viewcontent.cgi?article=1035&context=jaf

[2]. Human, L. J., Sandstrom, G. M., Biesanz, J. C., & Dunn, E. W. (2012). Accurate first impressions leave a lasting impression. Social Psychological and Personality Science, 4(4), 395–402. https://doi.org/10.1177/1948550612463735

[3]. Rule, N., Ambady, N. (2010). First impressions of the face: predicting success. Social and Personality Psychology Compass, 4(8), 506–516. https://doi.org/10.1111/j.1751-9004.2010.00282.x

[4]. Barnes, G. M. (1977). Emile Durkheim’s contribution to the sociology of education. The Journal of Educational Thought, 11(3), 213–223. https://www.jstor.org/stable/23768661

[5]. Eisner, E. W. (1993). Forms of understanding and the future of educational research. Educational Researcher, 22(7), 5. https://doi.org/10.2307/1176749

[6]. Riemer, A. (2019). The objectification equation: How objectifying experiences add up to subtract women and girls from pursuing STEM. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1113&context=psychdiss

[7]. Dworkin, R. (1981). What is Equality? Part 2: Equality of Resources. Philosophy & Public Affairs, 10(4), 283–345. https://www.jstor.org/stable/2265047

[8]. Ruyter, D. & Conroy, J. (2002). The formation of identity: The importance of ideals. Oxford Review of Education, 28(4), 509-522. https://www.jstor.org/stable/1050582

[9]. Taylor, C. (2019). The Ethics of Authenticity.Cambridge, Harvard University Press.https://www.hup.harvard.edu/catalog.php?isbn=9780674987692

[10]. Sampson, E. (1993). Celebrating the Other. Hemel Hempstead: Harvester Wheatsheaf, 8(1), 130–133. https://doi.org/10.1177/095269519500800111

[11]. Statista. (2020). Educational attainment worldwide by gender and level. https://www.statista.com/statistics/1212278/education-gender-gap-worldwide-by-level/

[12]. Flaherty, C. (2018) Women are underrepresented in economics textbooks, says a new analysis, with implications for the field’s gender imbalance. (2018). Insidehighered.com. https://www.insidehighered.com/news/2018/01/19/women-are-underrepresented-economics-textbooks-says-new-analysis-implications-fields

[13]. Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge university press. https://doi.org/10.1017/CBO9780511845307

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