Gender Disparity in School Textbooks in Jordan: The Case of Arabic and Social Education in Grades 4, 5, and 6

Representation of females and males in language school textbooks is a determinant factor the perpetuation gender socialization children normalisation their roles positions. School often portray boys girls adhering to stereotypes, with associated housework childcare, labor leadership. This paper reports disparity reference sexist language, content, images, illustrations current Jordanian pertaining two subjects contemporary textbooks: Arabic Language Social/Civic Education. Twelve both for Grades 4 - 6 are selected content analysis. The research concludes that women were either marginalized or symbolically annihilated textbooks. Content analysis crucial influence gender-sensitive reform curricula through careful linguistic, visual thematic content. To this end, draws attention existing identify areas curricular advocating equality.