The ‘gender fairness’ of integrated science textbooks used in Jamaican high schools

Abstract

Science textbooks used in the lower forms of secondary schools in Jamaica were analyzed in order to determine their ‘gender fairness’. The results showed that some change has occurred in the direction of ‘gender fairness’ between the late 1970s and late 1980s. Current editions of integrated science textbooks, however, show adult males in illustrations more frequently than adult females, name very few female scientists and exhibit other evidente of a ‘male bias’, and show an implicit support of gender sterotypes. It is suggested that this bias may contribute to maintaining a masculine image of science and thus tend to deter girls from pursuing scientific careers in Jamaica.