IMPACT OF GENDER STEREOTYPE REPRESENTATIONS IN PRIMARY SCHOOL TEXTBOOKS ON CHILDREN’S COGNITIVE DEVELOPMENT

Abstract

Abstract. This study investigates the impact of gender stereotype representations in primary school textbooks on children’s’ learning with particular reference to Northern Cyprus. It reviews theoretical perspectives and empirical studies on the links between gender representations and children’s’ cognitive development process. A combination of qualitative and quantitative research method was used in this research. Using content analysis and questionnaire results, the paper found out that representations of females and males are generally stereotypical in the sampled school textbooks. Males are portrayed as more active and the distribution and representation of their activities are relatively higher than female representations. The findings also reveal gender roles in social life with regard to activities students are exposed to in the primary 1 st and 5 th level school textbooks. This result strongly supports the theory that socialization with regards to gender role differentiation starts at an early age and develops with age as one socializes at home, at school and in community. Keywords: cognitive development; gender representations; gender stereotype roles; primary school textbooks.