Frontiers in Education (Jun 2023)
Representations of girls and women in a Saudi Arabian family education curriculum: a content analysis
Abstract
This paper reports on a content analysis of Saudi Arabian high school Family Education curriculum, examining how girls and women are represented. The textbooks were published after the launch of the Saudi Vision 2030 reform initiatives. Considering previous research on school textbooks’ contributions to youth self-image formation and confidence development, the Family Education curriculum was optimal for examining contemporary representations of Saudi girls and women. Content analysis was conducted on the Vision 2030 documents to discern specific principles of women’s empowerment. This study presents a framework highlighting significant elements that provide a better understanding of inequalities in the textbooks portrayals of women that guided the recommendations for future changes. Four themes were constructed: Awareness of Women’s Rights and Responsibilities, Exclusion, Stereotypes, and Lack of Female Role Models. Together, these themes indicate inklings of positive change, as well as enduring inequality. They suggest a gap between the 2030 Vision goal to empower Saudi women and high school textbooks which effectively underrepresented women as equal partners in the country’s development. Revision of textbooks is required in light of the country’s new vision.
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