The Subtle Socializing of a Second Class: A Content Analysis of How Afghan Textbooks Put Men First

• In Event: Inclusion, Humanization, and Socialization: International Experiences in Literature

Abstract

This study examines the representation of gender roles in Afghan curriculum textbooks for grades 1-3. The research scrutinizes the visibility, firstness, gender-linked occupations, and activities portrayed in textbooks to understand the extent of gender bias and stereotypes. Employing content analysis, qualitative data were collected from 31 textbooks across three provinces. The findings reveal pervasive gender stereotypes, with men predominantly depicted in diverse and authoritative roles, while women are mostly shown in nurturing or supportive positions.

Authors

• Glenn Lawrence deVoogd, California State University, Dominguez Hills

• Fatima Mohammedi, Asian University for Women