This study aimed to analyze the content of social studies textbooks for grades 4 to 6 in the 2024–2025 school year, focusing on the inclusion of ethnic-racial literacy components. Using a quantitative content analysis method, data were gathered through a checklist comprising six components: conceptual understanding, ethnic-racial awareness, awareness of racism and ethnocentrism, equity and justice, identity formation, and respect and ethics. The unit of analysis included content, images, activities, and questions, with each recorded unit being one theme. Shannon entropy was used to weigh the importance of each component. A total of 259 themes related to ethnic-racial literacy were identified: 37 on conceptual understanding, 135 on ethnic-racial awareness, 16 on awareness of racism and ethnocentrism, 12 on equity and justice, 15 on identity formation, and 44 on respect and ethics. The component “equity and justice” ranked highest in importance (0.208), followed by “identity formation” (0.115) and “conceptual understanding” (0.099). “Respect and ethics” and “ethnic-racial awareness” held the lowest relative importance. While the textbooks showed some attention to ethnic-racial literacy, the depth and distribution of components were uneven.