Gender Representation in Malaysian Textbooks and Assessment: A Bibliometric Analysis

Kumaran A/L Balasundram, Mazura Mastura Muhammad, Jesilin Manjula and Mohamed Tahir Hj A Rahman
Additional contact information
Kumaran A/L Balasundram: Faculty of Languages and Communication, university Pendidikan Sultan Idris
Mazura Mastura Muhammad: Faculty of Languages and Communication, university Pendidikan Sultan Idris
Jesilin Manjula: Sunway College Malaysia
Mohamed Tahir Hj A Rahman: Mohamed A. Ali & Associates

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 2152-2163

Abstract: Gender equality remains central to the United Nations’ Sustainable Development Goals (SDGs), particularly Goal 5 (Gender Equality) and Goal 10 (Reduced Inequalities). Despite Malaysia’s progress in narrowing its gender gap as reflected in the Malaysia Gender Gap Index (MGGI), issues of gender stereotyping and bias persist in various social spheres, including education. Textbooks and assessments are critical components of the educational process, shaping learners’ knowledge, values, and perceptions of social roles. However, these materials have long been critiqued for perpetuating unequal gender portrayals. This study employs a bibliometric analysis to examine research activities related to gender representation in textbooks and assessments, with a specific focus on the Malaysian context. Using the Scopus database, two separate queries were conducted: one on textbooks and another on assessments (2015–2020). Inclusion criteria were limited to English-language journal articles, reviews, and conference papers, while editorials and non-education contexts were excluded. Data were analysed using bibliometrix (R) and VOSviewer to identify publication trends, keyword co-occurrence, co-authorship networks, and thematic clusters. The findings revealed that while 589 articles were identified on textbooks, only a small proportion addressed gender issues, with Malaysian-based studies remaining limited. Notably, most research efforts concentrated on curriculum content, text analysis, student development, and cultural representation, with minimal attention given to gender stereotypes. 160 articles were retrieved for assessment analysis.  Only five articles explicitly explored gender but none provided Malaysian perspectives. This review highlights a profound research gap in understanding how both textbooks and high-stakes assessments in Malaysia represent gender. It can be concluded that future research should expand assessments and textbooks utilised in Malaysian vernacular and private schools to address hidden gender inequalities. Such efforts are pertinent to determine gender-equitable education that aligned with the SDGs.

Date: 2025
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-9/2152-2163.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... bliometric-analysis/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-9:p:2152-2163

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().