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E-mail: nohth@snu.ac.kr(Received June 23, 2012; Accepted July 10, 2012).   2007       27     ,   7      .    ,       ,        . 7         ,               .     ,              .      ,    ,     .      .       ,           . : ,  ,   , 2007  ABSTRACT. In this study, the illustrations of 27 middle school science textbooks developed under the 2007 RevisedNational Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those ofthe 7th National Curriculum. The types of the illustrations were classified, and the frequencies of pupils and adults whoappeared on the illustrations were counted by gender, and the types of activities and the character of them were also analyzedby gender. In all results of the analyses, the differences between male and female decreased in comparison with those of the7th National Curriculum. More male pupils appeared in the illustrations than female pupils. The frequencies of learning activi-ties were balanced by gender, but other activities were described as focusing on male pupils. The frequencies of male adultsoutnumbered female adults. While the ratio of female adults was high in houseworks, that of male adults was high in outdooractivities. The jobs of adults were also illustrated as male-centered. Most pupils and adults were found to be active. Both ratiosof pupils and adults for each gender were relatively similar.Key words: Illustration, Gender-role stereotyping, Middle school science textbook, 2007 Revised National Curriculum

An Analysis of Gender-Role Stereotyping in the Illustrations of Middle School Science Textbooks Developed under the 2007 Revised National Curriculum