Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Educational Innovation and Research Journal of Innovation and Research in Primary Education EDUCARE: Journal of Primary Education An-Nisa’ Journal of Gender Studies
Das, Tapash
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Religion Education Languange, Linguistic, Communication & Media 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.
Gender stereotypes and bias in english language school textbooks: Reflection from literature review across different countries Nandi, Ankur; Hader, Tarini; Das, Tapash
An-Nisa' Journal of Gender Studies  Vol. 17 No. 2 (2024): An-Nisa Journal of Gender Studies
Publisher : Institute for Research and Community Service, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/annisa.v17i2.320

Abstract

Textbooks significantly influence student learning, shaping values, beliefs, and cultural perspectives. They convey gender roles, social norms, and biases, making it crucial to create gender-neutral materials. This requires a thorough review of existing textbooks to ensure they are free from gender bias. The purpose of this study is to examine five specific aspects of selected previous research: gender representation in language and terminology, visual representation, representation of professional roles, occupations and jobs, leisure activities and play, as well as cultural and regional differences in gender portrayal in textbooks. A comprehensive strategy was employed to search and identify research papers from Web of Science, Scopus, Springer Link, Google Scholar, Semantic Scholar, and ERIC. The selected papers span from 2007 to 2024. From 358 results, 68 publications representing 45 selected papers were analyzed and discussed, investigating stereotypes and gender bias in English textbooks at the school level. The findings reveal that illustrations are dominated by male figures, often in active leadership roles, while females are underrepresented or shown in passive roles. Boys are depicted in adventurous activities, whereas girls are portrayed in domestic settings, with textbooks consistently minimizing women’s achievements across various cultures and regions. This study contributes to the understanding of gender bias in textbooks, highlights the unequal representation of male and female roles, and provides a foundation for developing more inclusive and equitable educational policies in shaping children’s social perceptions from an early age.
Co-Authors Hader, Tarini Halder, Tarini Nandi, Ankur