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All Journal International Journal of Educational Innovation and Research Indonesian Journal of Education and Social Science Journal of Innovation and Research in Primary Education EDUCARE: Journal of Primary Education Journal of Multidisciplinary Research and Development
Nandi, Ankur
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Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Gender Stereotypes and Bias in Imagery Depiction of Textbooks prescribed by West Bengal Board of Primary Education, India Nandi, Ankur; Halder, Tarini; Das, Tapash
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.755

Abstract

India is a diverse country. Ethnic, Linguistic, Racial, Gender, and Socio-Religious, etc. diversity is observed in India. Educational institutions play a vital role in socializing children and creating gender-friendly attitudes. Textbooks serve as a vehicle for social change. From childhood in school through textbooks and classroom experiences students embrace gender socialization, societal norms, and beliefs, gender roles, inequality, and bias. So, it is very important to make textbooks gender-neutral, to do this, textbook analysis is required. This study investigates the images used in textbooks of primary education in West Bengal, India, to examine gender stereotypes and bias. The study adopted qualitative and documentary research approaches through content analysis. The findings demonstrate that gender patriarchy and bias are reflected through visual imagery in textbooks. Images often lack representation of women and tend to portray them engaging in indoor tasks such as domestic and household work, or menial labor. Meanwhile, men are predominantly shown in outdoor, professional, and leadership roles, reinforcing gender disparities in identity and societal roles. There is a limited attempt to showcase gender neutrality, and there's minimal encouragement for gender reflection, hindering the development of sustainable perceptions of gender roles in Indian society. The findings of the study provide a foundation for policy changes at the state or national level to ensure the development and implementation of guidelines that promote gender-neutral content in educational materials and are useful for textbook development agencies, textbook writers, and teachers in developing a gender-sensitive curriculum, and textbooks.
Gender Stereotypes and Bias as Depicted in STEM Textbooks of School Education: Insight from Systematic Literature Review Nandi, Ankur; Hader, Tarini; Das, Tapash
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11008

Abstract

STEM education is vital for fostering creativity and critical thinking among students. Researching gender bias in STEM textbooks is crucial as these materials significantly influence students’ perceptions of gender roles, career aspirations, and cultural beliefs, potentially perpetuating inequalities in STEM fields. This review paper examines five aspects of gender portrayal in STEM textbooks: (i) language and terminology, (ii) visual representation, (iii) professional and occupational roles, (iv) games and leisure activities, and (v) cultural and regional differences. Employing a Systematic Literature Review (SLR) methodology, the study analyzed 39 selected papers from databases like Web of Science, Scopus, Springer Link, Google Scholar, Semantic Scholar, and ERIC, spanning 2004 to 2024. The findings highlight a dominant male presence in leadership roles and adventurous activities, while females are underrepresented or confined to passive and domestic settings. Female achievements are often minimized across cultures and regions. These insights offer valuable guidance for textbook developers, authors, and educators to design gender-sensitive curricula and educational materials. Future research could explore the long-term impact of such biases on students’ career choices and societal attitudes.
Gender Roles and Identity in Visual Representations of Primary Education Textbooks in West Bengal and Bangladesh Nandi, Ankur; Hader, Tarini; Das, Tapash
EDUCARE: Journal of Primary Education Vol. 6 No. 1 (2025): EDUCARE: Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i1.350

Abstract

Textbooks serve as a vehicle for social change. From childhood in school through textbooks and classroom experiences students embrace gender socialization, societal norms, and beliefs, gender roles, inequality, and bias. So, it is very important to make textbooks gender-neutral, to do this, textbook analysis is required. This study investigates the images used in textbooks of primary education in West Bengal and national curriculum and textbook Board, Govt. of Bangladesh, to examine gender stereotypes and bias. The study adopted qualitative and documentary research approaches through content analysis. The findings demonstrate that gender patriarchy and bias are reflected through visual imagery in textbooks. Images often lack representation of women and tend to portray them engaging in indoor tasks such as domestic and household work, or menial labor. Meanwhile, men are predominantly shown in outdoor, professional, and leadership roles, reinforcing gender disparities in identity and societal roles. There is a limited attempt to showcase gender neutrality in primary-level language textbooks in West Bengal and Bangladesh, and there's minimal encouragement for gender reflection, hindering the development of sustainable perceptions of gender roles in society. The findings of the study provide a foundation for policy changes at the state or national level to ensure the development and implementation of guidelines that promote gender-neutral content in educational materials and are useful for textbook development agencies, textbook writers, and teachers in developing a gender-sensitive curriculum, and textbooks.
Meta-Analysis Study: Gender Stereotypes and Bias in School Education Textbooks Nandi, Ankur; Tarini Hader; Tapash Das
Journal of Multidisciplinary Research and Development Vol. 1 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v1i2.910

Abstract

Textbooks are essential learning resources for students and have a profound impact on their overall development. They act as agents of social change, influencing students' values, beliefs, and cultural understanding from an early age. Through textbooks and classroom interactions, students absorb gender socialization, societal norms, beliefs, gender roles, identities, inequalities, and biases. Therefore, it is vital to create gender-neutral textbooks, which require a comprehensive analysis of existing materials. As a result, numerous studies have been conducted both locally and internationally to investigate gender stereotypes and biases in textbooks. This meta-analysis aims to examine three specific aspects of the selected research. This study utilizes a meta-analysis design, a type of secondary research that identifies, examines, and interprets all pertinent studies within a particular topic area. The study's findings lay the groundwork for policy changes at the state or national level, ensuring the development and implementation of guidelines that foster gender-neutral content in educational materials. These results are also valuable for textbook development agencies, authors, and educators in creating a gender-sensitive curriculum and textbooks. Ultimately, the implications of this research will help future researchers identify areas for further study.
Teachers’ Perspectives on Pedagogical Approaches for Inculcating Values through Textbooks Across School Boards in West Bengal, India Nandi, Ankur; Halder, Tarini
Indonesian Journal of Education and Social Sciences Vol. 5 No. 1 (2026)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v5i1.3473

Abstract

The integration of values in education is a key aspect of shaping learners’ character and social responsibility. Textbooks, as primary instructional tools, often embed values, but their effective inculcation largely depends on the pedagogical approaches adopted by teachers across school boards in West Bengal. The study aims to compare the opinions of CBSE and WBBSE teachers across language, social science, and science subjects regarding pedagogical approaches for inculcating values reflected in textbooks. The study employed a descriptive method with a qualitative approach. A purposive sample of 150 teachers from language, social science, and science subjects across CBSE and WBBSE schools in Bankura and Nadia districts of West Bengal was chosen. Data were gathered using three self-developed checklists that followed by the National Curriculum Framework (2023) for School Education and analysed through percentage calculations, with findings displayed in tables and graphs. CBSE and WBBSE boards strongly favor active, participatory, and literature-based pedagogical approaches for inculcating values through textbooks. Language teachers prioritize storytelling, dramatization, and cooperative learning; social science teachers emphasize discussions, role plays, and community-based activities; and science teachers prefer hands-on experiences, demonstrations, and discovery learning. The study found that language, social science, and science teachers from both CBSE and WBBSE commonly agreed on using discipline-specific pedagogical approaches for inculcating values.
Co-Authors Das, Tapash Hader, Tarini Halder, Tarini Tapash Das Tarini Hader