GENDER REPRESENTATION IN TEACHING MATERIALS

Abstract

The portrayal of gender in teaching materials still mirrors deep-rooted stereotypes even with progress towards equality. The UNESCO Global Education Monitoring Report emphasizes that women and girls remain underrepresented in textbooks and are portrayed in stereotypical roles. These biases influence motivation, self-worth, career decisions and familial responsibilities impacting all genders. The article examines techniques for recognizing and assessing gender stereotypes and biases in textbooks and additional resources. It explores how gendered language and imagery reinforce stereotypes, addresses long-term impacts and provides guidelines for producing equitable content. Building on theories of gender and language, it highlights the significance of inclusive teaching resources to promote diverse notions. Suggestions involve the use of gender-neutral language, steering clear of job-related stereotypes and broadening character diversity. The paper seeks to educate teachers on methods for fostering gender equity in classrooms by analyzing course books and ensuring that learning resources promote empowerment and inclusivity.