Content analysis on the gender-fair language used in primary textbooks

The study aimed to determine the gender-fair language used in primary school textbooks. Moreover, the study also looked at widely used terminology, gender roles depicted in textbooks through pictures, and teachers’ perceptions of the concept of gender-fair language. Content analysis of the selected Science and English textbooks used by the primary teachers was the corpus of the study. The researcher also conducted interviews with the selected participants through purposive sampling to determine their concepts about gender-fair language. Based on the data gathered, it was found that the textbooks employed terminology that might be classified as neutral, feminine, or masculine. While pictures depicted people according to their distinct physical characteristics, certain roles were also shown. Finally, it may be noted that there were gender biases in the assessment. Primary teachers have significant perceptions on the concepts of gender-fair language. Some of these teachers employed these concepts in the teaching-learning process. However, based on the interview, it could be observed that these perceptions were based mainly on their readings and they had minimal understanding of the concepts, especially in integrating gender-fair language in the classroom. Thus, based on the findings of the study, it is highly recommended for the school administrators, through their respective gender and development coordinators, to consider holding a series of seminars, conferences, and trainings with emphasis on mainstreaming gender-fair language in creating teaching-learning instructional materials.