Impact of Gender Representation in Textbooks on Student Achievement in United Kingdom

Freya Jane ()

International Journal of Gender Studies, 2024, vol. 9, issue 3, 28 - 41

Abstract: Purpose: The aim of the study was to analyze the impact of gender representation in textbooks on student achievement in United Kingdom. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study revealed that balanced gender representation positively influences student outcomes. Research indicates that textbooks featuring diverse gender roles and equitable portrayals help combat gender stereotypes and promote higher engagement and achievement among students. Specifically, when textbooks include a variety of roles and achievements for different genders, students of all genders benefit from improved self-efficacy and academic performance. Unique Contribution to Theory, Practice and Policy: Social learning theory, expectancy-value theory & critical pedagogy theory may be used to anchor future studies on gender representation in textbooks on student achievement in United Kingdom. Educators and curriculum developers should ensure that textbooks and other educational materials represent genders equitably and inclusively. Education policymakers should establish and enforce regulatory standards that mandate gender balance and inclusivity in textbooks.

Date: 2024
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