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) textbook s by a female author and a male author. First, we examined whether gen der-biased language (as measured by the frequency of gender-specific p ronouns) was present in LD textbooks as a function of the author's gen der and discovered that the male author exhibited approximately a 7:1 ratio in his use of masculine to feminine pronouns. In contrast, the f emale author demonstrated no significant difference in her use of gend er-specific pronouns. Second, we investigated whether the degree of ge nder-biased language has changed in different editions over the past 5 years and found a significant change only in the use of neutral prono uns by the male author. The existence of gender-biased special educati on textbooks raises the issue of the possible influence that such mate rial may have on professional expectations concerning students with LD . In a field in which males are placed in LD programs in disproportion ate numbers, the responsibilities of both authors and publishers are d iscussed, as their actions may have an impact on female students' righ ts in accessing appropriate educational services.