Educational systems can have a great impact on shaping the perceptions female students about their abilities, plans, and future position in society by drawing balanced situations of the abilities among men and women in the social environment, which can help students play an active role in society by recognizing their abilities. This study aimed to identify the levels of empowerment indicators which are related to women empowerment in textbooks. To this end, the theoretical framework of women’s empowerment was used and the materials were collected based on the content analysis of social studies textbooks. The results showed that the contents of the books often represented men’s empowerment at all personal, socio-economic, and political levels. In addition, women’s empowerment at the socio-economic level was greater than other levels. It seems that textbook designers promoted male intellect, and men’s empowerment was based on the separation of the men and women in public spheres. In addition, women are absent in terms of empowerment and the existing level of their empowerment is traditionally represented in family responsibilities.

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