Are Women Still Out of the Picture? A 30-year Follow Up on Sex Discrimination in Science Text

Abstract

Textbooks are a fundamental part of classroom instruction. Over 90% of teachers have reported using textbooks in some form [1]. Exposure to textbook material can influence studenti¯s self-concept. Having illustrations that only represent one group prevents diverse role modeling. Providing diverse illustrations increases students capacity to develop self-concept [2]. For example, highlighting female illustrations in a textbook increases a female readeri¯s self-concept in that subject. Historically science textbooks have been found to be gender bias, showing males more frequency than females [3]. A review of illustrations in high school chemistry textbooks from the 2010s found that male illustrations continue to be used more frequently than female illustrations. The difference in total frequency of male and female illustrations was statistically significantly in high school chemistry textbooks from the 2010s. However, five of the seven chemistry textbooks from the 2010s did not differ significantly in male and female illustration frequency. Illustrations in chemistry textbooks from the 2010s did not exhibit stereotyping, with one gender performing science-related actions more frequently than another. Although high school chemistry textbooks from the 2010s had a reduced gender ratio compared with chemistry textbooks from the 1970s and 1980s, gender bias still existed.