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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-contribution-of-the-hidden-curriculum-to-gender-inequality-in-teaching-and-learning-materials-experiences-from-tanzania/593178/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-contribution-of-the-hidden-curriculum-to-gender-inequality-in-teaching-and-learning-materials-experiences-from-tanzania/593178.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on teaching and learning materials?","Question",{"text":112,"@type":113},"The study focuses on how the hidden curriculum contributes to gender inequality through the content and portrayal of males and females in textbooks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method was used to gather information?",{"text":117,"@type":113},"A qualitative research approach was used, employing a documentary review of books, published articles, and policy documents.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about gender representation in Tanzanian textbooks?",{"text":121,"@type":113},"Female visibility and representation increased, but gender roles were still portrayed with stereotypical ideas and images that encourage gender bias.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593178,1792165325,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asian Journal of Education and Training  \nVol. 9, No. 2, 54-58, 2023  \nISSN(E) 2519-5387 DOI: 10.20448/edu. v9i2 .4706  \n© 2023 by the authors; licensee Asian Online Journal Publishing Group  \nThe contribution of the hidden curriculum to gender inequality in teaching and learning materials: Experiences from Tanzania  \nBertha Erasto Losioki 1 􀀣   \nHemed Karani Mdee2  \n1Department of Psychology and Curriculum Studies, The Mwalimu Nyerere Memorial Academy Dar es Salaam, Tanzania.  \nEmail: [bertha.losioki@mnma.ac.tz](bertha.losioki@mnma.ac.tz)  \n2Department 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)  \n(􀀣 Corresponding Author)  \nAbstract  \nThis 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  \nteaching and learning materials in order to ensure adherence to gender equality principles. Keywords: Gender inequality, Hidden curriculum, Learning materials, Official curriculum, Tanzania.  \nCitation | 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  \nHistory:  \nReceived: 24 March 2023  \nRevised: 8 May 2023  \nAccepted: 19 May 2023  \nPublished: 30 May 2023  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nAuthors’Contributions: Both authors contributed equally to the conception and design of the study.  \nCompeting Interests: The authors declare that they have no conflict of interest.  \nTransparency: 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.  \nEthical: This study followed all ethical practices during writing.  \nContents  \n1. Introduction ...................................................................................................................................................................................... 55  \n2. Conceptual Framework ................................................................................................................................................................... 55  \n3. Methodology .....................................................................................................","cbCaitDzGmujetE5","https://ap.wps.com/l/cbCaitDzGmujetE5","pdf",226452,"English","# Introduction\n## Conceptual Framework\n## Methodology\n## Findings and Discussions\n## Conclusion and Recommendations\n## References","[{\"question\":\"What is the focus of the study on teaching and learning materials?\",\"answer\":\"The study focuses on how the hidden curriculum contributes to gender inequality through the content and portrayal of males and females in textbooks.\"},{\"question\":\"What research method was used to gather information?\",\"answer\":\"A qualitative research approach was used, employing a documentary review of books, published articles, and policy documents.\"},{\"question\":\"What did the findings show about gender representation in Tanzanian textbooks?\",\"answer\":\"Female visibility and representation increased, but gender roles were still portrayed with stereotypical ideas and images that encourage gender bias.\"}]","The contribution of the hidden curriculum to gender inequality in teaching and learning materials - Experiences from Tanzania | PDF",1792076764,13]