What is it about?
This paper reports the gender disparity with reference to sexist language, content, images, and illustrations in current Jordanian school textbooks pertaining to the two subjects in contemporary Jordanian textbooks: Arabic Language & Social Studies.
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Why is it important?
Representation of females and males in language and school textbooks is a determinant factor in the perpetuation of gender socialization of children and the normalisation of their gender roles and positions. School textbooks often portray boys and girls adhering to gender stereotypes, with girls associated with housework and childcare, and boys associated with labor and leadership. This paper reports the gender disparity with reference to sexist language, content, images, and illustrations in current Jordanian school textbooks pertaining to the two subjects in contemporary Jordanian textbooks: Arabic Language and Social/Civic Education. Twelve textbooks of both subjects for Grades 4 - 6 are selected for content analysis. The research concludes that women and girls were either marginalized or symbolically annihilated in the content and language of the selected school textbooks. Content analysis of textbooks is crucial to influence gender-sensitive reform of school curricula through careful analysis of the linguistic, visual and thematic content. To this end, the paper draws attention to the existing sexist language and sexist content in school textbooks to identify areas for curricular reform advocating for gender equality.
Perspectives
Gender portrayal in textbooks and educational materials affects social values, behavior, and recall of material, and gendered messages conveyed in textbooks have the potential to influence the development of students’ self-esteem and their attitudes towards the two sexes at an impressionable age. This study found that throughout the 4th to 6th -grade textbooks in Arabic Language and Social and Civic Education, women are constantly depicted as absent, marginalized, or passive – at best with restricted roles in society – whereas men are portrayed with full ownership of resources and spaces. Moreover, male characters are depicted in a holistic and diversified landscape -- positioning themselves in all spheres, spaces, status, professions, and roles. The male is an active and progressive figure capable of taking on a number of roles and professions in society. Urgent action must be taken to ensure that holistic and balanced representations of both men and women are implemented in textbooks in order to change the status quo as well as encourage equitable genderization in schools and, subsequently, equal access and equity in society and life at large.
Professor Wafa Awni Alkhadra
American University of Madaba
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This page is a summary of: Gender Disparity in School Textbooks in Jordan: The Case of Arabic and Social Education in Grades 4, 5, and 6, Dirasat Human and Social Sciences, June 2022, The University of Jordan,
DOI: 10.35516/hum.v49i3.1376.
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