Gender and Narrative Writing in Elementary Schools: A Qualitative Study Supporting Inclusive Education

<ns3:p>Background This study investigates gender differences in narrative writing among primary school students to promote inclusive education, as narrative writing not only demonstrates technical skills but also reflects embedded social and cultural gender norms that can influence the development of literacy and equity in classroom practice. By examining these differences, this study aims to highlight how gender stereotypes can marginalize certain narrative styles and inform pedagogical strategies to foster diverse voices in Indonesian primary schools. Methods A qualitative case study approach was used, which involved the analysis of 33 handwritten narrative documents from fifth graders (12 boys, 21 girls) in Indonesian primary schools, along with semi-structured interviews conducted with 10 selected students (5 boys, 5 girls) to explore their writing process and perceptions of gender norms. Data were analyzed using thematic analysis, focusing on key dimensions such as content, organization, language use, and writing conventions; Ethical consent was obtained from the institutional review body of Universitas Buana Perjuangan (062/LPPM/UBP/2025), and informed consent was obtained in writing from parents/guardians, with verbal consent from child participants. Results The results revealed that male students’ narratives were predominantly action-oriented and linear, emphasizing independence, physical activity, and limited emotional depth, aligned with traditional masculinity norms, while female students produced stories rich in emotional expression, interpersonal relationships, and detailed settings, reflecting a more reflective and relational style associated with feminine norms; Women also show higher proficiency in organizational and writing conventions, achieving better cohesion and technical accuracy, although both genders exhibit technical errors that sometimes obscure the expressive power of their writing, revealing how gender bias can underestimate diverse forms of narrative. Conclusions These findings underscore how gender stereotypes shape literacy practices, which have the potential to perpetuate inequalities in education, and recommend the implementation of gender-sensitive assessment rubrics, cross-gender collaborative writing exercises, and teacher training on critical literacy to support an inclusive environment that validates authentic student voices and promotes equity, contributing to broader gender studies and inclusive education policies in Indonesia and Surrounding.</ns3:p>