The Representation of Gender Stereotypes in Spanish Mathematics Textbooks for Elementary Education

Abstract

The latest report of the Organization of Ibero-American States for Education, Science, and Culture (OEI) points out that only 13% of the Science, Technology, Engineering, and Mathematics (STEM) students in Spain are women. Numerous studies have claimed that gender stereotypes are the leading cause of women’s underrepresentation in STEM. Textbooks constitute a powerful instrument in the configuration of a socio-occupational culture that could be biased if they contain sexism. This investigation examines, through Critical Discourse Analysis (CDA), the unequal representation of women and men in elementary mathematics textbooks currently used in Spain. The results indicate that even though textbooks present an equal frequency of female and male characters, there is an absence of women as real role models in STEM. Characters also reinforce traditional gender stereotypes in the embodiment of social roles. Problem-solving contexts show women using math in a limited variety of daily-life activities, while overall they are represented as insecure and unable to resolve certain mathematical issues. Our study points out that this gender gap in mathematics textbooks can affect girls’ self-esteem and discourage their interest in pursuing scientific-technological careers. Consequently, our study urges teachers to adopt an egalitarian perspective in selecting and using didactic materials.