How textbook images frame the gender roles of women in science and elsewhere: a content analysis of elementary school science textbooks

ABSTRACT

Based on the concepts of gender framing and gender categorisation, this content analysis evaluates the images of adults (N = 1655) and the portrayal of women from the 6 series of science textbooks authorised by the Japanese Ministry of Education for use in elementary school science classes in the 2022 academic year. The images were counted and coded according to the activities the participants were engaged in. Data were then analysed according to three potential patterns for transmission of gender roles – invisibility, low stature, and domesticity. The content analysis showed differences between the 6 series in terms of their portrayal of women and of female scientists, however, across all series, there were fewer women portrayed than men, fewer female scientists than male, and fewer women were presented as important ‘people to study’. Women were less likely to be shown in high-status decision-making roles, as demonstrating ‘brilliance’, or as being rewarded or recognised for their scientific achievements. They were, however, more likely than men to be depicted in images connected to themes of domesticity than as scientists or in other professional situations. Domestic themes such as childcare could still be seen in images of female scientists or women at work.

KEYWORDS:

• Gender
• textbook analysis
• elementary school

Acknowledgements

This research was undertaken as part of the PhD in Education and Social Justice in the Department of Educational Research at Lancaster University, UK.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics statement

This study involved no human or animal participants and so no ethics approval was required.