In India, consistent marginalization of women suggests that broader societal transformation is needed to transcend gender stereotypes and foster gender equality. Effective school curriculum and textbook content can influence and revitalize mindsets to respect and uphold women’s rights (WR). This research examines the manifestation and extent to which WR is addressed in Indian school social science textbooks using qualitative content analysis. Data from official primary and secondary school textbooks published between 2006 and 2013 and reprinted between 2017 and 2019 were analyzed, based on the components of WR prescribed by the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), using descriptive statistics (frequency and percentage). The results indicate that there is negligible focus on WR in textbooks at the elementary level. While both explicit and implicit focus on WR increased at the secondary and senior secondary levels, some vital aspects were either marginally represented or completely missing.

在印度，妇女持续被边缘化表明，需要进行更广泛的社会变革，以超越性别陈规定型观念并促进性别平等。有效的学校课程和教科书内容可以影响和振兴尊重和维护妇女权利的心态（WR）。本研究利用定性内容分析，探讨了印度学校社会科学教科书中对 WR 的表述和程度。根据《消除对妇女一切形式歧视公约》（CEDAW）规定的 WR 组成部分，使用描述性统计数据，对 2006 年至 2013 年出版、2017 年至 2019 年重印的官方中小学教科书数据进行了分析（频率和百分比）。结果表明，小学教科书中对 WR 的关注可以忽略不计。虽然中学和高中对 WR 的显性和隐性关注有所增加，但一些重要方面要么很少体现，要么完全缺失。