Exploring Gender Bias: How Primary School Textbooks Strengthen Inequality for Women Fatmariza (a)-Ikhlasiah Dalimunthe (b)-Rika Febriani (c)
(a,c) Social and Political Science Department, Universitas Negeri Padang
(b) Sociology Department, Universitas Negeri Jakarta
Abstract
Gender bias in elementary school textbooks in Indonesia still needs intense attention because gender bias continues even though curriculum changes have occurred. Gender bias will shape students^ perceptions and attitudes towards gender roles, especially if teachers do not try to criticize them. Textbooks, which are one of the main media in the educational process, play an important role in shaping children^s initial views regarding gender and social roles. This study uses qualitative methods through document analysis in the form of elementary school textbooks, and in-depth interviews with several teachers. Analysis was carried out on gender representation in elementary school textbooks, the frequency and context of the appearance of male and female characters, as well as the roles and activities depicted, the position of men and women in certain roles, as well as expressions in describing men and women in sentences. The findings show that there is a significant imbalance in gender representation, where men are often depicted in dominant and active, leader, intelligent, knowledgeable roles, while women are often placed in secondary or stereotypical roles. The implications of this bias include the reinforcement of gender stereotypes, reduced opportunities for girls to identify with a wider range of roles, and the potential negative impact on children^s developmental attitudes and aspirations. This research calls for the need to revise textbook writing that is more inclusive and freer from gender bias, as well as building gender sensitivity in elementary school teachers to support gender equality from an early age.
