A mixed method inquiry into the representation of gender and gender roles in elementary education textbooks’ images

Document Type : Research Paper

Authors

1 MA Stdudent Department Curriculum planning, Faculty of Education and Psychology, shiraz University ,iran

2 Assistant professor, Department of Philosophy of Education, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran

Abstract

The present study aims to examine the frequency and quality of gender representation, gender roles, and gender stereotypes in first-cycle elementary school textbooks. To this end, and within a mixed-methods research design, images of eighteen elementary school textbooks (K1, K2, K3) were analyzed quantitavely to count and compare the frequency of images of girls and boys in the textbooks. In the second stage, a qualitative content analysis was carried out based on Kress and van Leeuwen’s social semiotics framework to identify how gender is represented in the images. The findings revealed that 61% of the images in first-cycle elementary school textbooks depict males and 39% depict females, with only the Grade 2 mathematics textbook containing more images of females. Beyond numerical differences, the manner of representation was also unequal: men were more often depicted in active, influential, and scientific roles, whereas women predominantly appeared in traditional and dependent roles. Moreover, managerial, technical, and research occupations were mostly assigned to men, while women were depicted in caregiving and educational roles. These patterns indicate the reproduction of gender stereotypes in educational content, which may influence students’ attitudes and future choices. It appears necessary to revise textbooks in line with the transformations and dynamics of society, while also considering the diverse cultural context of Iranian society, so that they represent both the shared and specific capabilities of both genders more equitably, and portray gender and gender opportunities more fairly.

Keywords

Main Subjects

References

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Journal of Curriculum Research
Volume 15, Issue 2
March 2026
Pages 144-121

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History

  • Receive Date: 18 March 2025
  • Revise Date: 17 August 2025
  • Accept Date: 15 November 2025

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