From history to reality : Gender representations in italian history textbooks and their impact on students

Abstract

This dissertation examines gender representations in history textbooks used in Italian upper secondary schools and their impact on students. Considering that gender inequalities are still deeply rooted in Italian society, this study explores how educational materials may reinforce or challenge traditional gender norms. Adopting a constructivist epistemological stance, this research explores how understandings of gender are actively shaped through the engagement with cultural products such as textbooks, which are seen as reflections and agents of social attitudes. It addresses three main questions: how different genders are portrayed in Italian high school history textbooks; how these portrayals influence students' perceptions of gender roles in society; and how history teachers perceive and respond to the gender narratives within their teaching materials. Using a qualitative dominant approach, the study draws on three data sources: analysis of two history textbooks, focus groups with 38 students, and interviews with four history teachers at a public liceo in northern Italy. Discourse analysis and thematic analysis were conducted separately, and findings were then compared and integrated to provide a comprehensive understanding. Results confirm a significant gender imbalance, with men making up 95.8% of textual and 85.9% of visual content. Stereotypes persist, with women portrayed mainly in domestic roles and relegated to the margins, while men are centralised as brave soldiers and "brilliant minds". Students demonstrate awareness of these biases, while claiming limited personal impact. Teachers also show some awareness but struggle to address gender issues due to structural and institutional barriers. The study also identifies key challenges to gender-aware teaching and highlights the need for a gender-transformative approach to foster inclusivity in education. This study adds a crucial dimension to the existing literature by giving voice to those who engage with educational materials daily. Through direct input from teachers and students, it explores whether they perceive gender representation as an issue, how they interpret its impact on their academic and personal development, and what changes they would like to see in future textbook design and teaching practices.