Gender stereotypes in Greek computer science school textbooks
by Stamatios Papadakis
International Journal of Teaching and Case Studies (IJTCS), Vol. 9, No. 1, 2018

Abstract: The formation of stereotypes and prejudices at an early age decisively contributes to gender discrimination, with a direct effect on accentuating inequalities between women and men throughout their entire life. As school textbooks are the main means of instruction, gender role portrayals in these teaching materials affect how learners think, feel, and behave regarding the two genders. The present study performs a qualitative study using content analysis to identify the elements of sexism and gender role stereotyping in a selected group of textbooks, which are used by teachers and students for computer science instruction in the three grades of general lyceum in Greece. Each textbook was carefully examined for the stereotypical presentation of gender roles of men and women. The findings show that the three textbooks, to a greater or lesser extent, perpetuate stereotyped prejudices regarding gender roles in relation to the new technologies.

Online publication date: Mon, 05-Mar-2018

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Teaching and Case Studies (IJTCS):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com