GENDER SENSITIVITY AND SUSTAINABLE DEVELOPMENT: A REPRESENTATION FROM MACMILLAN SOCIAL STUDIES TEXTBOOKS FOR BASIC EDUCATION IN NIGERIA

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dc.contributor.authorBello, M.B
dc.date.accessioned2023-03-13T12:48:53Z
dc.date.available2023-03-13T12:48:53Z
dc.date.issued2021-09
dc.description.abstractThis study was conducted to describe the representation of gender in lower and middle Basic Schools 1 to 6 Macmillan Social Studies textbooks in Nigeria. The study is descriptive design of survey. An adopted Gendered Representation Inventory (GRI) was the instrument used for the analysis. Frequency count and percentages with a pie chart was used in the study. The results showed that Social Studies textbooks (Macmillan) gender bias with males outnumbering females in terms of picture representation, professional, social status among others. Consequently, it was recommended that the preparation of Nigerian Social Studies Textbooks should be gender-sensitive. Nigerian textbook writers and Social Studies textbook should also portray women and female children’s roles and responsibilities beyond domestic activities.en_US
dc.identifier.citationBello, M.B (2021): Gender sensitivity and sustainable development: A representation from Macmillan social studies textbooks for basic education in Nigeria. Journal of Science, Technology, Mathematics and Education (JOSTMED). 17(3); 113-121en_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/8750
dc.language.isoenen_US
dc.publisherDepartment of Science Education, School of Science and Science Education, Federal University of Technology, Minna, Nigeriaen_US
dc.subjectGenderen_US
dc.subjectMacmillan Social Studies textbooksen_US
dc.subjectStereotyped rolesen_US
dc.subjectSocial roleen_US
dc.titleGENDER SENSITIVITY AND SUSTAINABLE DEVELOPMENT: A REPRESENTATION FROM MACMILLAN SOCIAL STUDIES TEXTBOOKS FOR BASIC EDUCATION IN NIGERIAen_US
dc.typeArticleen_US

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