Recent study into the content of school textbooks in India found a significant degree of gender bias , with the study focussing on both National Council of Educational Research and Training ( NCERT ) textbooks and those produced by various state boards. The Centre for Global Development , a think tank based in Washington, DC, conducted the study, which examined 466 textbooks from 10 Indian states as well as 60 NCERT textbooks. The study highlights the entrenched gender stereotypes that exist in the language and examples used in these educational resources, raising concerns about the impact of such biases on young minds.
The research, which examined textbooks published in the English language, uncovered a troubling trend where male-gendered words and stereotypes dominated the narrative. For instance, mothers were frequently associated with domestic duties like cooking, while professions such as doctors were consistently depicted as male. Despite previous efforts to address these issues, such as a 2017 call for reform by India’s education minister, the study found little improvement, especially in NCERT textbooks that have undergone revisions as recently as 2020.
Disparities in gender representation : A comparison of Indian states
One of the study’s most revealing aspects was the variation in gender representation across different states. The research found that Gujarat performed the best in terms of female representation, with close to 60% of gendered words being female. In stark contrast, Karnataka fared the worst, with less than 20% of its gendered words representing women. Surprisingly, this imbalance was most pronounced in southern states, including Karnataka and Kerala, which traditionally score higher on progressive gender indices such as female literacy and workforce participation.
This disparity raises critical questions about the influence of state-level educational policies and the effectiveness of efforts to address gender bias. For example, despite Kerala’s ongoing efforts to remove gender stereotypes from textbooks, prompted by concerns over domestic abuse, its performance in the study remains disappointing.
Meanwhile, Maharashtra , India’s second most populous state and home to the financial capital, Mumbai, is currently undergoing curriculum revisions. While criticisms have primarily focused on the lack of representation of socioeconomic diversity, the study underlines that gender representation is also a major concern. Maharashtra’s textbooks rank among the lowest in terms of female representation, further highlighting the need for comprehensive reform.
Gender bias in relation to societal attitudes
Another intriguing finding of the study is the apparent lack of correlation between the progressive gender norms of a state’s society and the gender bias in its educational materials. The research cross-referenced textbook content with a 2022 Pew Survey on gender norms, which measured societal attitudes across various states. Mizoram, for example, ranked high in terms of progressive gender views but showed only 22% female representation in its textbooks. Conversely, Gujarat, which performed the best in terms of textbook representation, scored poorly on progressive gender attitudes.
This inconsistency suggests that gender representation in educational materials does not necessarily reflect the prevailing gender norms in society. In some states, progressive societal attitudes towards gender have not translated into more balanced representations of men and women in textbooks. This disconnect underscores the importance of targeted policy interventions to address the gender bias that persists in educational resources, regardless of broader social advancements.
India's performance in the World Economic Forum's Gender Gap Index 2024
The gender bias present in Indian textbooks is part of a broader national context where gender inequality remains a pervasive issue. According to the World Economic Forum’s Gender Gap Index 2024, India ranks 129th globally in terms of gender parity, placing it among the worst-performing countries. The entrenched stereotypes and underrepresentation of women in educational materials reflect and reinforce the broader societal challenges that contribute to this ranking.
Furthermore, the study positions India, and South Asia more broadly, as the worst region in the English-speaking world when it comes to gender stereotypes in educational materials. Compared to textbooks from the UK, US, Australia, and Sub-Saharan Africa, Indian textbooks demonstrate a stronger male bias in terms of language related to achievement and work, while female figures are disproportionately associated with appearance and domestic roles. This male-dominant narrative in textbooks not only limits the aspirations of young girls but also perpetuates outdated gender roles for all students.
Moving forward: The need for reform
The study emphasises the critical need to reform Indian school textbooks to eliminate gender biases. While states such as Kerala have taken steps to eliminate stereotypes, more efforts are needed to ensure equal representation for men and women. Beyond the numbers, biased language in textbooks influences students' perceptions and self-esteem. To make significant progress, both national and state policymakers must prioritise removing gender bias and updating content. Furthermore, promoting gender equality in textbooks is critical in shaping societal attitudes, allowing India to close the gender gap and move towards a more equitable future.
The research, which examined textbooks published in the English language, uncovered a troubling trend where male-gendered words and stereotypes dominated the narrative. For instance, mothers were frequently associated with domestic duties like cooking, while professions such as doctors were consistently depicted as male. Despite previous efforts to address these issues, such as a 2017 call for reform by India’s education minister, the study found little improvement, especially in NCERT textbooks that have undergone revisions as recently as 2020.
Disparities in gender representation : A comparison of Indian states
One of the study’s most revealing aspects was the variation in gender representation across different states. The research found that Gujarat performed the best in terms of female representation, with close to 60% of gendered words being female. In stark contrast, Karnataka fared the worst, with less than 20% of its gendered words representing women. Surprisingly, this imbalance was most pronounced in southern states, including Karnataka and Kerala, which traditionally score higher on progressive gender indices such as female literacy and workforce participation.
This disparity raises critical questions about the influence of state-level educational policies and the effectiveness of efforts to address gender bias. For example, despite Kerala’s ongoing efforts to remove gender stereotypes from textbooks, prompted by concerns over domestic abuse, its performance in the study remains disappointing.
Meanwhile, Maharashtra , India’s second most populous state and home to the financial capital, Mumbai, is currently undergoing curriculum revisions. While criticisms have primarily focused on the lack of representation of socioeconomic diversity, the study underlines that gender representation is also a major concern. Maharashtra’s textbooks rank among the lowest in terms of female representation, further highlighting the need for comprehensive reform.
Gender bias in relation to societal attitudes
Another intriguing finding of the study is the apparent lack of correlation between the progressive gender norms of a state’s society and the gender bias in its educational materials. The research cross-referenced textbook content with a 2022 Pew Survey on gender norms, which measured societal attitudes across various states. Mizoram, for example, ranked high in terms of progressive gender views but showed only 22% female representation in its textbooks. Conversely, Gujarat, which performed the best in terms of textbook representation, scored poorly on progressive gender attitudes.
This inconsistency suggests that gender representation in educational materials does not necessarily reflect the prevailing gender norms in society. In some states, progressive societal attitudes towards gender have not translated into more balanced representations of men and women in textbooks. This disconnect underscores the importance of targeted policy interventions to address the gender bias that persists in educational resources, regardless of broader social advancements.
India's performance in the World Economic Forum's Gender Gap Index 2024
The gender bias present in Indian textbooks is part of a broader national context where gender inequality remains a pervasive issue. According to the World Economic Forum’s Gender Gap Index 2024, India ranks 129th globally in terms of gender parity, placing it among the worst-performing countries. The entrenched stereotypes and underrepresentation of women in educational materials reflect and reinforce the broader societal challenges that contribute to this ranking.
Furthermore, the study positions India, and South Asia more broadly, as the worst region in the English-speaking world when it comes to gender stereotypes in educational materials. Compared to textbooks from the UK, US, Australia, and Sub-Saharan Africa, Indian textbooks demonstrate a stronger male bias in terms of language related to achievement and work, while female figures are disproportionately associated with appearance and domestic roles. This male-dominant narrative in textbooks not only limits the aspirations of young girls but also perpetuates outdated gender roles for all students.
Moving forward: The need for reform
The study emphasises the critical need to reform Indian school textbooks to eliminate gender biases. While states such as Kerala have taken steps to eliminate stereotypes, more efforts are needed to ensure equal representation for men and women. Beyond the numbers, biased language in textbooks influences students' perceptions and self-esteem. To make significant progress, both national and state policymakers must prioritise removing gender bias and updating content. Furthermore, promoting gender equality in textbooks is critical in shaping societal attitudes, allowing India to close the gender gap and move towards a more equitable future.
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