Gender Representation In Mathematics Textbooks For Cameroon Primary And Secondary Schools

This research analyses gender representation in Mathematics textbooks used in Cameroon Primary and Secondary Schools. It seeks to verify the extent to which females and males are represented in these textbooks. The mixed methods of research were employed. The feminist critical discourse analysis was used in analyzing data that was collected through observations, analysis of contents, and description of
images as they appeared in the course books. The findings indicated that there is gender imbalance as males were overrepresented in most cases while females were stereotypically depicted and marginalized. Occupational role representation was in favor of males as they occupied more paying jobs while females occupied menial jobs. Males were presented as the strong and domineering group (family heads, successful businessmen, and as good leaders) whereas females were downgraded and illustrated as (petit traders, home keepers, and weak,). This under or misrepresentation of femaleness limits the future opportunities of the female child as they are meant to believe through these teaching materials that they cannot aspire to careers in high-paying jobs