Authors: Stamatios Papadakis
Addresses: Department of Preschool Education, Faculty of Education, University of Crete, Crete, Greece
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.
Keywords: school textbooks; content analysis; general lyceum; gender roles; gender stereotypes.
International Journal of Teaching and Case Studies, 2018 Vol.9 No.1, pp.48 - 71
Available online: 14 Feb 2018 *Full-text access for editors Access for subscribers Free access Comment on this article