This explains about gender stereotypes on world wide textbooks. It also referece the occupation, images in the reader.

1. GENDER STEREOTYPES ON
WORLDWIDE TEXTBOOKS
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D (Edn)
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
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s1 sownicutty20@gmail.com, 06-01-2019

3. GENDER INEqualIty
 Gender inequality acknowledges that
men and women are not equal. These
differences arise from distinctions in
biology, psychology and cultural norms.

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5. tExtbooks
• Textbooks are an integral aspect of
the curriculum, and an important and
influential mechanism through which
children are exposed to ideas about
gender (AIKMAN & RAO, 2010).
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7. GENDER INEqualIty IN tExtbooks
• Men and women are generally portrayed in
stereotypical roles and professions. Women
are often shown in the home, engaging in
domestic and care giving tasks, while men
are portrayed in more leadership or
professional roles.
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11. • Men and women are described in certain qualities
for example men are described as brave and strong
while women are seen as passive, self sacrificing,
caring and sometimes in negative roles such as
gossiping or mean spirited.
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15. What Is GENDER stEREotypE ?
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16. uNEsCo REpoRt
• UNESCO study of teaching materials in countries around the globe
has found overwhelmingly strong gender bias.
• UNESCO says ,
Gender bias is common in textbooks around
the world and is undermining girls motivation and
achievement in schools.
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17. WoRlD WIDE tExt books
• In Turkish textbook,
A girl is pictured dreaming
of her wedding day while a
boy imagines becoming a
doctor
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18. In Chinese textbook ,
“ All scientists
and soldiers were
depicted as male while all
teachers and nurse were
depicted as female ”
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19. In India ,
6% of the illustration in primary
textbooks showed only female , while
more than half showed only males.
According to the report of
UNESCO,
Not a single women
was shown as an executive ,
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20. Global EDuCatIoN MoNItoRING (GEM) REpoRt
• The proportion of female to male characters was 30% in
each country, with each gender shown in highly stereotyped roles.
• Women and girls as passive conformists , nurturing household
workers.
• Boys and men's were engaged in almost all the noble , exciting
and fun things and almost none of the caregiving roles.
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21.  2015 , Pakistan study -
No change in the negativity portrayal of women in
Pakistani textbooks
 2012 , Iran study -
Men made up 80% of characters in books designed by
the ministry of education.
 2009 , Australian study -
57% of characters were men portrayed in law and order
roles and depicting characters engaged in politics and government.
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22. pEN NaMEs
It is an assumed name use by the writer instead of
the real name.
REasoNs FoR usING pEN NaMEs
• Fear of facing failure in the first attempt
• Someone with the same name already exists in the
particular field
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23. • General misconception among readers that
women are capable of writing romance , while
only men can write friction , thrillers and politics.
• Some use them as their family doesn’t permit them
to write. This is mist common in women in the
family.
• Some authors try to go with gender neutral names
to avoid getting stuck in these misconceptions.
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24. RolE oF thE tEaChER
• The role of the teacher is to break the gender bias
among the students at the very young age even though
the book insist gender inequality and stereotype the
teacher should be gender sensitive to promote the
concept of gender equality.
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25. REFERENCEs
“Gender, School and Society”
• TNTEU – Study Material
• Ram Publications
• Sri Krishna Publications
• Samyukdha Publications
• Google Images
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