Examination of Gender Stereotypes in Primary School Textbooks Used in Rivers State

Educational materials play a formative role in shaping children's perceptions of gender roles and social expectations. This study examines the prevalence and nature of gender stereotypes in primary school textbooks used across Rivers State. A content analysis research design was employed, with 24 textbooks across Social Studies, English Language, and Basic Science subjects for primary 1 to 6 systematically analysed for gender representation in text, illustrations, and role assignments. A coding framework aligned with global gender audit standards was applied by two independent coders, with inter-rater reliability measured using Cohen's kappa coefficient. Findings reveal that male characters outnumber female characters by a ratio of 2.8 to 1 across sampled texts. Women and girls are predominantly depicted in domestic roles such as cooking, child-rearing, and market trading, while men are shown as professionals, leaders, and breadwinners. STEM-related content features male protagonists in 78% of cases. Authoritative roles such as teachers and doctors are more frequently assigned to male characters. The study recommends immediate curriculum review by the Rivers State Ministry of Education, adoption of gender-sensitive textbook development guidelines, and training of textbook authors and illustrators. Findings contribute to the limited body of research on gender representation in Nigerian primary education materials. Keywords: gender stereotypes, textbooks, primary school, Rivers State, content analysis