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Reflection of Gender Inclusivity in the English Language Textbooks of 5th Grade of Primary Education in West Bengal

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Title: Reflection of Gender Inclusivity in the English Language Textbooks of 5th Grade of Primary Education in West Bengal
Language: English
Authors: Ankur Nandi (ORCID 0009-0008-3459-3429), Tarini Halder (ORCID 0009-0007-8807-7182), Tapash Das (ORCID 0000-0003-4619-0009)
Source: International Journal of Psychology and Educational Studies. 2025 12(1):29-46.
Availability: International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://ijpes.com/index.php/ijpes/index
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Foreign Countries, Textbooks, Textbook Content, English (Second Language), Second Language Instruction, Elementary Education, Gender Bias, Social Attitudes, Student Attitudes, Sex Fairness, Gender Issues, Language Usage, Pictorial Stimuli, Illustrations, Sex Stereotypes, Grade 5
Geographic Terms: India
ISSN: 2148-9378
Abstract: Textbooks play a pivotal role as agents of social change, shaping the perspectives and values of students from a young age. Through the content presented in textbooks and the experiences within the classroom, students learn to internalize gender socialization, social norms, beliefs, and roles. These educational materials can also contribute to inequality and bias, influencing how students perceive and accept gender dynamics in society. This study examines the reflection of gender inclusivity in the English language textbooks used in Class V of primary education in West Bengal. Five aspects of the textbooks were analyzed to assess gender inclusivity: (i) Male and Female Orientation in Titles, (ii) Male and Female Orientation in the Theme of the Lesson, (iii) Male and Female Nouns, (v) Male and Female orientation in Imagery, (v) Male and Female Generic Construction, and (vi) Gender Assumption within the Textbooks. The research was conducted using a documentary research method followed by a qualitative approach through content analysis. The findings reveal that gender patriarchy and bias are present in English textbooks. Overall, the results indicate that males are more prominently featured in the textbooks, both in images and text, while females are still underrepresented. In conclusion, the reflection of gender exclusivity was found in the English language textbooks used in Class V of primary education in West Bengal. The researcher suggests that these insights could be beneficial for textbook development agencies, authors, and educators in creating a gender-sensitive curriculum and educational materials.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461944
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1461944
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Items – Name: Title
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  Data: Reflection of Gender Inclusivity in the English Language Textbooks of 5th Grade of Primary Education in West Bengal
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  Label: Language
  Group: Lang
  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ankur+Nandi%22">Ankur Nandi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-3459-3429">0009-0008-3459-3429</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tarini+Halder%22">Tarini Halder</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-8807-7182">0009-0007-8807-7182</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tapash+Das%22">Tapash Das</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4619-0009">0000-0003-4619-0009</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Psychology+and+Educational+Studies%22"><i>International Journal of Psychology and Educational Studies</i></searchLink>. 2025 12(1):29-46.
– Name: Avail
  Label: Availability
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  Data: International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://ijpes.com/index.php/ijpes/index
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
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  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Attitudes%22">Social Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Fairness%22">Sex Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Pictorial+Stimuli%22">Pictorial Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Illustrations%22">Illustrations</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2148-9378
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Textbooks play a pivotal role as agents of social change, shaping the perspectives and values of students from a young age. Through the content presented in textbooks and the experiences within the classroom, students learn to internalize gender socialization, social norms, beliefs, and roles. These educational materials can also contribute to inequality and bias, influencing how students perceive and accept gender dynamics in society. This study examines the reflection of gender inclusivity in the English language textbooks used in Class V of primary education in West Bengal. Five aspects of the textbooks were analyzed to assess gender inclusivity: (i) Male and Female Orientation in Titles, (ii) Male and Female Orientation in the Theme of the Lesson, (iii) Male and Female Nouns, (v) Male and Female orientation in Imagery, (v) Male and Female Generic Construction, and (vi) Gender Assumption within the Textbooks. The research was conducted using a documentary research method followed by a qualitative approach through content analysis. The findings reveal that gender patriarchy and bias are present in English textbooks. Overall, the results indicate that males are more prominently featured in the textbooks, both in images and text, while females are still underrepresented. In conclusion, the reflection of gender exclusivity was found in the English language textbooks used in Class V of primary education in West Bengal. The researcher suggests that these insights could be beneficial for textbook development agencies, authors, and educators in creating a gender-sensitive curriculum and educational materials.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1461944
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1461944
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 29
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Textbook Content
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Gender Bias
        Type: general
      – SubjectFull: Social Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Sex Fairness
        Type: general
      – SubjectFull: Gender Issues
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Pictorial Stimuli
        Type: general
      – SubjectFull: Illustrations
        Type: general
      – SubjectFull: Sex Stereotypes
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: India
        Type: general
    Titles:
      – TitleFull: Reflection of Gender Inclusivity in the English Language Textbooks of 5th Grade of Primary Education in West Bengal
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            NameFull: Ankur Nandi
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            NameFull: Tarini Halder
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            NameFull: Tapash Das
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              Y: 2025
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