Gender Representations and School Textbooks: Exploring Sexism through the Illustration of Primary School Language Textbooks in Greece

Abstract

Aims: To investigate gender representations in the illustrations of 3rd grade Language textbooks used in Greek primary schools, with the aim of determining whether these illustrations perpetuate traditional and stereotypical messages regarding gender roles. Study Design: Quantitative content analysis of visual material. Place and Duration of Study: Conducted in Greek primary education, focusing on textbooks implemented from the 2006–2007 academic year up to 2025. Methodology: The study analyzed five textbooks (three main textbooks and two workbooks) used in the 3rd grade Language curriculum. A structured content analysis method was applied, with predefined categories including the total number of male and female figures, their involvement in activities, leadership roles, stereotypical and non-stereotypical representations in family and professional settings, and animal character gender representations. The analysis involved measuring frequency and role distribution within illustrations. Results: Out of 533 total figures, 327 were male and 206 female. Male characters were shown participating in activities 176 times versus 86 for females. Leadership roles were more often assigned to males (23) than females (15). Male animals (17) vastly outnumbered female animals (1). Although there were more non-stereotypical depictions in family (65 vs 9) and professional environments (8 vs 8), the overall presentation was predominantly stereotypical, with male figures dominating public, active, and leadership roles. Illustrative characters further confirmed this trend, with 248 male vs 121 female appearances. Conclusion: Despite minor progress in non-stereotypical portrayals, the textbooks largely maintain traditional gender stereotypes through visual representation, reinforcing male dominance and undermining gender equality. There is a strong need for curriculum revision and teacher training on gender sensitivity to promote more balanced and inclusive representations in educational materials.