Abstract:
Curriculum guides schools in implementing teaching and learning. It determines
the content, structure, teaching process, and learning materials. However, the
hidden curriculum continued to influence educational practices leading to gender
inequality. It contributes to the formation of attitudes, perceptions, and social
norms that lead to imbalanced gender representation in teaching and learning
materials. This study examined the content and portrayal of males and females in
Primary school social studies textbooks. The findings show that visibility and
representation of females in textbooks have increased however gender roles were
portrayed in stereotypical ideas and images that encourage gender bias. There is
a need to increase awareness among reviewers and curriculum developers on
gender sensitivity in the preparation of teaching and learning materials. The
portrayal of males and females should adhere to gender equality principles.
