Gender roles are the social determination of the roles, responsibilities and duties of women and men. An individual, who falls under the influence of these determinations only when they are in their mother’s body, is exposed to these roles within socialization process and witnesses the presentation of these gender stereotypes and expectations in every walk of life. Particularly a child at the age of primary school when gender roles turns into their behavior is directly or indirectly under the effect of some pros and cons for gender equality via coursebooks, media tools, toys, etc. This qualitative research aims at analyzing the gender roles in primary school coursebooks. Within this context, the visuals and texts in Turkish coursebook for 4th grade primary school that was set forth to be used at state schools by the Turkish Ministry of Education was examined within some categories. These categories were compiled from the studies of Kavuncu (1987), Firdevs Helvacıoğlu (1996), Pınar Sivaslıgil (2006) and Michio Mineshima (2008) and content analysis was employed to these gathered data to reach to some findings. As a result of the study, by looking at the findings of the six categories, it was found out that this book was written with a gender equality perspective.
Gender roles, primary school students, qualitative research