Assessing Gender Representation in Greek School ICT Textbooks

This study examines gender representation in Greek secondary school ICT textbooks, focusing on the extent to which these materials reinforce or challenge gender stereotypes. Using qualitative content analysis, the study systematically analysed six textbooks used in Gymnasium and Lyceum education in Greece. The analysis explored linguistic patterns, illustrations, references to professions, and the portrayal of notable individuals to identify instances of gender bias. The findings indicate a persistent prevalence of gender stereotypes across most textbooks, with male dominance evident in language use and visual representations, while female figures are underrepresented or depicted in traditional roles. Notably, the Gymnasium textbook demonstrated more gender-neutral language but continued to perpetuate stereotypes through imagery and the selection of figures presented. These results underscore the critical role of educational materials in shaping perceptions of gender roles and highlight the need for targeted reforms to develop textbooks that promote gender equality within ICT education. Addressing these issues is essential for fostering inclusive educational environments that empower all students to engage confidently with digital technologies, free from limiting gender-based preconceptions.