Development model of gender socialization

School textbooks gender analysis in Georgia

Bibliographic Data

ID13017274
AuthorsShalva Tabatadze (0000-0002-7516-1429, European University, corresponding author), Natia Gorgadze (Georgian Institute of Public Affairs)
Year2022
Volume17
Issue1
Pages56-69
Publication date2022-06-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal for Multicultural Education (JOURNAL)
Journal identifiersISSN: 2053-535X • E-ISSN: 2053-5368
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/jme-05-2022-0065
OpenAlexW4283018394
LanguageEN
Citations received4
References cited21

Purpose This study aims to explore gender equality in school textbooks in Georgia. Design/methodology/approach The research had the following questions: To what extent are women and men visible and represented equally in school textbooks? How do school textbooks promote gender socialization of boys and girls to be treated equally in terms of power and privileges, superiority and inferiority? Do school textbooks promote critical thinking and analysis of gender issues and problems? The content analysis of the qualitative research method was used to answer the research questions. Findings The research revealed that males remain more visible in school textbooks; however, the authors mainly attempt to balance the gender representation in textbooks quantitatively. The textbooks do not socialize girls and boys as equals in power, privileges, superiority and inferiority. The textbooks do not provide room for discussing gender and social justice issues. Originality/value The study is an original work. The study contributes to the development of the field of multicultural education, as it develops the three levels model of gender socialization based on the empirical research data. The first, detection level, implies the visibility of both boys and girls equally in school textbooks. The second, the recognition level of gender socialization, acknowledges gender equality in occupations, activities and power and privileges. The third, the affirmation level, develops a critical understanding of gender issues and gender equality in society

Developmental psychology · Gender balance · Originality · Pedagogy · Power (physics · Socialization · Sociology · Gender Roles and Identity Studies · Gender Studies · Gender Studies in Language · Jewish Identity and Society · Psychology · Social Psychology

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