Development Model of Gender Socialization: School Textbooks Gender Analysis in Georgia

Autor/inn/en	Tabatadze, Shalva; Gorgadze, Natia
Titel	Development Model of Gender Socialization: School Textbooks Gender Analysis in Georgia
Quelle	In: Journal for Multicultural Education, 17 (2023) 1, S.56-69 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-05-2022-0065
Schlagwörter	Textbook Content; Sex Fairness; Socialization; Content Analysis; Critical Thinking; Criticism; Gender Issues; Power Structure; Textbook Bias; Georgia + Suchen Sie Ihr Suchwort? Lehrbuchtext; Sexualaufklärung; Socialisation; Sozialisation; Inhaltsanalyse; Kritisches Denken; Kritik; Geschlechterfrage; Lehrbuchkritik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01