The contribution of the hidden curriculum to gender inequality in teaching and learning materials - Experiences from Tanzania

Oct 15, 2026

Uploaded by Aran

This study examined how the hidden curriculum contributes to gender inequality in teaching and learning materials, with evidence drawn from Tanzania’s primary school social studies textbooks. Using a qualitative approach and documentary review of books, published articles, and policy documents, the study analyzed how males and females are represented and portrayed. Results indicated improved visibility of females, yet persistent gender roles and images reinforced stereotypical bias, supporting underrepresentation patterns. Recommendations emphasize gender-responsive content and balanced role allocation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Introduction

Conceptual Framework

Methodology

Findings and Discussions

Conclusion and Recommendations

References

Asian Journal of Education and Training Vol. 9, No. 2, 54-58, 2023 ISSN(E) 2519-5387 DOI: 10.20448/edu. v9i2 .4706 © 2023 by the authors; licensee Asian Online Journal Publishing Group The contribution of the hidden curriculum to gender inequality in teaching and learning materials: Experiences from Tanzania Bertha Erasto Losioki 1 􀀣 Hemed Karani Mdee2 1Department of Psychology and Curriculum Studies, The Mwalimu Nyerere Memorial Academy Dar es Salaam, Tanzania. Email: [bertha.losioki@mnma.ac.tz](bertha.losioki@mnma.ac.tz) 2Department of Education Foundations, The Mwalimu Nyerere Memorial Academy Dar es Salaam, Tanzania. [Email:](Email: mdeehemed@gmail.com)[ ](Email: mdeehemed@gmail.com)[mdeehemed@gmail.com](Email: mdeehemed@gmail.com) (􀀣 Corresponding Author) Abstract This study aimed to examine the contribution of the hidden curriculum to gender inequality in teaching and learning materials. Despite the efforts to have an official curriculum through school textbooks and learning materials. The hidden curriculum continued to encourage gender inequality through teaching and learning materials. The study examined the content and portrayal of males and females in primary school social studies textbooks. The study used a qualitative research approach and the documentary review method was used to gather information from books, published articles, and policy documents. The findings show that there was an improvement in addressing gender inequality in textbooks and learning materials. The findings show that the visibility and representation of females in textbooks have increased. However, gender roles were portrayed in stereotypical ideas and images that encourage gender bias. The study concluded that teaching and learning materials encourage a hidden curriculum that facilitates the underrepresentation of females and males in textbooks. Therefore, the Government in collaboration with the relevant authorities should ensure that the development of teaching and learning materials considers gender-responsive content and gender balance in role allocation. There is a need to increase awareness among reviewers and book authors on gender sensitivity in the preparation of teaching and learning materials in order to ensure adherence to gender equality principles. Keywords: Gender inequality, Hidden curriculum, Learning materials, Official curriculum, Tanzania. Citation | Losioki, B. E., & Mdee, H. K. (2023) . The contribution of the hidden curriculum to gender inequality in teaching and learning materials: Experiences from Tanzania. Asian Journal of Education and Training, 9(2), 54–58. 10.20448/edu.v9i2.4706 History: Received: 24 March 2023 Revised: 8 May 2023 Accepted: 19 May 2023 Published: 30 May 2023 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal Publishing Group Funding: This study received no specific financial support. Authors’Contributions: Both authors contributed equally to the conception and design of the study. Competing Interests: The authors declare that they have no conflict of interest. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study followed all ethical practices during writing. Contents 1. Introduction ...................................................................................................................................................................................... 55 2. Conceptual Framework ................................................................................................................................................................... 55 3. Methodology .....................................................................................................

FAQs

What is the focus of the study on teaching and learning materials?

The study focuses on how the hidden curriculum contributes to gender inequality through the content and portrayal of males and females in textbooks.

What research method was used to gather information?

A qualitative research approach was used, employing a documentary review of books, published articles, and policy documents.

What did the findings show about gender representation in Tanzanian textbooks?

Female visibility and representation increased, but gender roles were still portrayed with stereotypical ideas and images that encourage gender bias.

Oct 15, 2026

Uploaded by Aran