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Geschlechterrollenstereotype in Lesebüchern: Eine quantitative Inhaltsanalyse von Schulbuchtexten aus drei Generationen von Schweizer Lesebüchern


Bühlmann, M (2009). Geschlechterrollenstereotype in Lesebüchern: Eine quantitative Inhaltsanalyse von Schulbuchtexten aus drei Generationen von Schweizer Lesebüchern. Schweizerische Zeitschrift für Soziologie = Revue Suisse de Sociologie = Swiss Journal of Sociology, 35(3):593-619.

Abstract

This contribution investigates the changes in the descriptions of gender stereotypes in Swiss schoolbooks over time. Based on a quantitative content analysis of 203 texts in three Swiss schoolbooks of three different time spans in the 20th century, one can observe that stereotype descriptions of gender roles are very frequent and that gender appropriate descriptions were very tentatively established over time. This can be shown (1) with respect to the smaller number of female heroines, (2) with respect to gender-stereotypical activities, as well as (3) with respect to ascribed traits of character and attitudes. In all three areas one can observe an obvious decline of the descriptions of gender stereotypes over time.
However, the schoolbook of 1990 is far from – or just as far as the schoolbooks of 1929 and 1970 – attaining the objective of an equal portrayal of men and women written in the newest educational guidelines.

Abstract

This contribution investigates the changes in the descriptions of gender stereotypes in Swiss schoolbooks over time. Based on a quantitative content analysis of 203 texts in three Swiss schoolbooks of three different time spans in the 20th century, one can observe that stereotype descriptions of gender roles are very frequent and that gender appropriate descriptions were very tentatively established over time. This can be shown (1) with respect to the smaller number of female heroines, (2) with respect to gender-stereotypical activities, as well as (3) with respect to ascribed traits of character and attitudes. In all three areas one can observe an obvious decline of the descriptions of gender stereotypes over time.
However, the schoolbook of 1990 is far from – or just as far as the schoolbooks of 1929 and 1970 – attaining the objective of an equal portrayal of men and women written in the newest educational guidelines.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Political Science
Dewey Decimal Classification:320 Political science
Uncontrolled Keywords:gender stereotypes, school textbook research, Swiss schoolbooks, quantitative content analysis, gender equality
Language:German
Date:2009
Deposited On:15 Jan 2010 10:00
Last Modified:17 Feb 2018 23:45
Publisher:Seismo
ISSN:0379-3664
OA Status:Gold
Related URLs:http://www.sociojournal.ch/index.php?page=2010_2/abstract6&lang=de (Publisher)

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