DOI:
https://doi.org/10.56712/latam.v6i2.3611=
Analysis
of the representation of gender equity in the iconography of sixth grade
Language and Literature textbooks in Ecuador
Anális=
is
de la representación de la equidad de género en la
iconografía de los libros de texto de Lengua y Literatura de sexto g=
rado
en Ecuador
Nubia Hern&aacu=
te;ndez
Flórez
Nubia.hernandez@usa.edu.co
https://orcid.org/0000-0001-8756-1895
Universidad Sergio Arboleda
Santa Marta – Colombia
Olena Klimenko
Eklimenko@iue.edu.co
https://orcid.org/0000-0002-8411-1263
Institución Universitaria de Envigado
Envigado – Colombia
Jhoel Banegas Ramíre=
z
<=
span
lang=3Des-419 style=3D'font-size:9.0pt;font-family:Roboto;mso-fareast-font-=
family:
Roboto;mso-bidi-font-family:Roboto;mso-ansi-language:#580A'> Jhoeld14@=
gmail.com
https://orcid.org/0009-0001-2423-0383
Universidad Metropolitana de Educación, Ciencia y
Tecnología
Loja – Ecuador
María
Soledad Mendoza Carrión
Solemendoza27@gmail.com
https://orci=
d.org/0009-0000-8009-5668
Universidad Metropolitana de Educación, Ciencia y
Tecnología
Loja – Ecuador
Artículo recibido: 03 de marzo de 2025. Aceptado para
publicación: 17 de marzo de 2025.
Conflictos de Interés: Ninguno que declarar.
Abstract=
The main
objective was to examine how gender roles are configured in the images,
identifying stereotypes and comparing them with the current social reality,
through the identification of patterns, codes and relationships in the cont=
ent.
The findings show a predominance of traditional roles, where women continue=
to
be represented in domestic and care contexts, while men are linked to posit=
ions
of leadership, empowerment and physical activities. Although female empower=
ment
is present in a higher proportion compared to other traditional roles, the
association of women with domestic tasks persists, which reflects gender
stereotypes that are still in force. In contrast, men are associated with i=
deas
of masculinity and leadership. The research concludes a low representation =
of
topics related to gender inclusion and diversity, such as the presence of
people with disabilities or female financial autonomy, which indicates a la=
ck
of sensitivity towards these realities in the educational content. These
results underscore the need to rethink curriculum design and the inclusion =
of
equitable representations that allow for a plural and diverse view of gender
roles in society.
Keywords: education,
equity, gender, stereotypes, school
Resumen
Este estudio analiza la representació=
;n
de roles de género en las imágenes del libro de Lengua y
Literatura de sexto grado en Ecuador, utilizando un enfoque cualitativo
mediante la utilización de software Atlas ti, El objetivo principal =
fue
examinar cómo se configuran los roles de género en las
imágenes, identificando estereotipos y comparándolos con la
realidad social actual, mediante identificación de patrones,
códigos y relaciones en el contenido. Los hallazgos evidencian una
predominancia de roles tradicionales, donde las mujeres continúan si=
endo
representadas en contextos domésticos y de cuidado, mientras que los
hombres se vinculan a posiciones de liderazgo, empoderamiento y actividades
físicas. Aunque el empoderamiento femenino está presente en u=
na
mayor proporción en comparación con otros roles tradicionales,
persiste la asociación de las mujeres con tareas domésticas, =
lo
que refleja estereotipos de género aún vigentes. Contrariamen=
te
con los hombres quienes son asociados a ideas de masculinidad y liderazgo. =
La
investigación concluye una baja representación de temas
relacionados con la inclusión y la diversidad de género, como=
la
presencia de personas con discapacidad o la autonomía financiera
femenina, lo que indica una falta de sensibilidad hacia estas realidades en=
el
contenido educativo. Estos resultados subrayan la necesidad de repensar el
diseño curricular y la inclusión de representaciones equitati=
vas
que permitan una visión plural y diversa de los roles de géne=
ro
en la sociedad.
Palabras clave:=
educación, equidad, género, estereotipos, escuela=
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Todo el
contenido de LATAM Revista Latinoamericana de Ciencias Sociales y
Humanidades, publicado en este sitio está disponibles bajo
Licencia Creative Com=
mons.![](3D"0296_HernandezFlorez_archivos/image004.jpg")
=
Có=
;mo
citar: Hernández Flóre=
z,
N., Klimenko, O., Banegas Ramírez, J., &=
amp;
Mendoza Carrión, M. S. (2025). Analysis of the representation of gender equity in the
iconography of sixth grade Language and Literature textbooks in Ecuador. LATAM Revista Latinoamericana=
de
Ciencias Sociales y Humanidades 6 (2), 131 – 140. https://doi.org/10.=
56712/latam.v6i2.3611<=
o:p>
&nb=
sp;
INTRODUCTION =
Gender stereotypes and gender-based
violence are structural issues that profoundly affect women around the worl=
d.
These stereotypes perpetuate restrictive roles and foster discrimination and
violence towards women (Poggi, 2019). In Ecuador, approximately 64% of women
have faced some type of gender-based violence throughout their lives.This reality is refl=
ected
not only in social dynamics, but also in educational materials, which conti=
nue
to reproduce images and narratives that reinforce gender inequality (Chica,
2019).
In education, images in school textbooks
play a crucial role in the formation of values and learning in childhood.
However, sixth grade Language and Literature textbooks in Ecuador present
gender representations marked by stereotypes and traditional roles (Klimenko et al., 2023). These images assign domestic =
and
care work to women, while men appear in roles of leadership and action, whi=
ch
limits perceptions of equality from an early age. This phenomenon contribut=
es
to perpetuate gender inequality and symbolic violence in the school context,
affecting students' construction of identity (Hernández-Flórez et al., 2024).
Analyzing the role of gender in school
texts is fundamental to promote an education that fosters equity and critic=
al
thinking in students. According to Piaget (1947, cited in Hanum and Saragih, 2022), children aged 10 and 11 are at a key =
stage
of cognitive development, where they acquire skills to question information=
and
develop critical thinking. Therefore, it is necessary to ensure that
educational materials promote narratives and images free of discrimination,
promoting gender equality and respect. In addition, this analysis contribut=
es
to the objectives set out in the National Plan to Prevent and Eradicate Gen=
der
Violence (2020).
It should be noted that the gender
representations present in school textbooks have awakened an interest in an
analysis from the educational field because education has been conceived as=
a
tool in which the formation of children and young people helps the formatio=
n of
the construct of personal identity from the different perceptions that are
linked to society.In this sense, the study mate=
rials
develop a fundamental role in the role configuration constructs associated =
with
children taking into account a holistic perspective (C=
astaño-Aguirre,
2023).
Educational books present, through
different images, texts and curricular and complementary activities, a visu=
al
and discursive perspective that generates challenges regarding gender
representations, which from a millenary tradition have been anchored to the
different sociocultural and family dynamics that are rooted in the patterns=
of
behavior and thought of society (Moreno, 2021). It should be noted that the=
se
representations do not present neutrality, but on the contrary reproduce ma=
rked
gender stereotypes tending to representations in which the role of women is
mainly linked to domestic, caring and submissive activities. On the contrar=
y,
men are associated with images of masculinity, authority, managerial jobs,
denoting greater authority or a tendency to develop physical activities. Th=
is
leads to the fact that these types of images are reproduced in school textb=
ooks
from the earliest stages of education (Álzate
et al., 2024).
One element of analysis is placed in the
perspective of gender representations through school texts, which not only
include illustrations, figures or iconographies, but also take into account
aspects related to narratives, language and the constructs of the characters
portrayed. The trend represents that books have a
tendency to show images where men have roles related to achievements,
discoveries, relationship with science and sports activities. While women a=
re
associated with images of submission, household chores, childcare, and human
reproduction, as indicated by Hernández, et al (2024), the books do =
not
include the social and educational aspects that support more diverse and
inclusive presentations that lead to gender equity in the various activitie=
s of
life.
METHODOLOGY
A descriptive and exploratory qualitati=
ve
design was used to analyze gender representations in a sixth grade Language=
and
Literature textbook in Ecuador. The research combines documentary analysis =
and
content analysis, prioritizing visual elements to identify stereotypes, bia=
ses
and gender patterns (Rojas-Gutiérrez, 2022).
Atlas.ti=
software was used to organize, code and
analyze the text content, allowing a detailed interpretation of both images=
and
narrative texts. Based on a theoretical framework, four main categories were
defined to guide the analysis: gender roles in activities, professions,
emotions and the use of space. This design allows us to deeply interpret the
explicit and implicit messages related to gender and to evaluate their
potential impact on students (De la Roche et al., 2021).
The study covered the entire content of=
the
book, including images and graphic elements, to ensure a comprehensive anal=
ysis
(Ripossio, 2023). No specific chapters or secti=
ons
were selected, as each component could contain gender-related messages. Visual elements that directly or
indirectly addressed gender representations were analyzed, excluding content
without social or cultural relevance, such as grammatical explanations.
The qualitative analysis followed syste=
matic
steps with Atlas.ti, using predefined categorie=
s to
code and organize the visual content of the book. The validity of the analysis was e=
nsured
through the use of Atlas.ti, which allows for
rigorous and transparent interpretation. Reliability was ensured with
consistent categorization, data triangulation (textual and visual) and deta=
iled
documentation of the process (Raventós, =
2021)
RESULTS
In order to analyze gender roles in the
iconography of sixth grade Language and Literature textbooks in Ecuador, key
patterns and relationships were identified using Atlas=
.ti
software. A total of 68 images were analyzed and classified into four main
categories, each with their respective codes. These categories reflect spec=
ific
patterns in the representation of gender roles in educational material.
Category 1: Traditional Gender Roles
This category includes representations
where traditional gender stereotypes are maintained, assigning functions,
behaviors and roles based on historical patterns. Images were observed in w=
hich
women performed domestic tasks (cleaning, childcare) while men performed
leadership or professional activities such as engineers or doctors. Emotion=
al
expressions were frequently differentiated: women were depicted as caring or
concerned, while men showed bravery or security. Image 1 shows 12 activitie=
s of
a woman within the context of a female domestic role; however, this graph d=
oes
not show any male participation in domestic roles (Salgado, 2020).
Figure 1
Female domestic role
Note: The image allows you to visualize the assignm=
ent
of activities for women through iconography.
Category 2: Non-Traditional Gender Roles
This category identifies role
representations that challenge traditional norms and promote greater gender
equity. Images were identified where women were shown in leadership roles
(teachers, scientists) and where men performed activities such as child
rearing, breaking conventional stereotypes. These representations are impor=
tant
to foster an equitable perspective in students (Meeuss=
en
& Koudenburg, 2022)
Category 3: Gender Equity in Iconography
This category examined images that prom=
ote
messages of gender equality and equity. The images with the greatest focus =
on
equity showed men and women collaborating in the classroom or participating=
in
academic activities on equal terms. These images reinforce a positive view =
of
equity and inclusion in the school environment (Pérez-Alvaro, 2023).=
Category 4: Implicit and Contextualized Gender Stereotypes
This category identifies subtle gender
stereotypes that are not always evident, but are present in the visual cont=
ent
(Shu et al., 2022). On the other hand, the representation of men in
non-traditional roles occupies 2.67%, the appearance of this gender in this
situation is limited, this means that there is a scarce representation of
diversity in terms of male roles, remaining largely within traditional roles
(image 2).
Figure 2
Representation of men in non-traditional roles
![](3D"0296_HernandezFlorez_archivos/image008.jpg")
Note: This representation underlines a more equitab=
le
vision of gender roles, showing the man in a role of care and active
fatherhood.
Many images use clothing as a gender
marker, assigning traditional roles based on specific colors or styles.
Patterns were also identified where gender distribution is contextualized in
terms of spaces: men in public spaces and women in domestic contexts (Goodh=
ew
et al., 2021). Traditional stereotypes predominate in the iconography, with
unequal representation of roles assigned to men and women, especially in
domestic and professional contexts. However, there are efforts to represent
alternative, non-traditional roles, challenging tradit=
io
Images that promote gender equity are less frequent, but they are evidence =
of a
strategy to generate greater inclusion in school texts (Charlesworth et al.,
2021) .
There are subtle patterns of gender
stereotypes, such as the use of differentiated clothing and specific contex=
ts,
which reinforce gender representations in the visual material analyzed.nal gender stereotypes.
DISCUSSION
The analysis conducted in this study on
gender roles in the iconography of sixth grade Language and Literature
textbooks in Ecuador reveals patterns that are consistent with previous stu=
dies
and with the theoretical framework that underpinned this research.
The results indicate that traditional
gender stereotypes continue to be predominant in visual representation. This
finding is similar to previous studies, such as that of Welter (2020), who
points out that educational materials tend to reproduce traditional gender
roles, assigning domestic tasks to women and academic and technical profess=
ions
to men. In addition, the emotional differences between men and women,
identified in the images analyzed, have also been observed in research such=
as
those of Axell y Bostr&oum=
l;m
(2019), who emphasize that these stereotypes reinforce the traditional
perception of gender from the earliest school stages.
On the other hand, the presence of
non-traditional gender roles in the analyzed material (women in leadership
positions and men performing domestic tasks) supports Butler's, cited by
Muñoz y Parra (2021)
theory of gender performativity, in which gender identities are not
fixed but fluid and can be redefined through representations in educational=
and
social contexts. These representations could be driving a transformation in
traditional gender perceptions through education (Veci=
no,
2024).
In terms of gender equity, the analysis
revealed a limited presence of images that promote equitable representation,
which is consistent with the theory of Arenas and Cervantes (2021) who argue
that curricular materials tend to perpetuate inequalities by maintaining
stereotypical representations and limiting role alternatives for students in
training.
CONCLUSION
This study provides a comprehensive
analysis of the gender roles represented in the iconography of sixth grade
Language and Literature textbooks in Ecuador. The results confirm that,
although gender stereotyped patterns persist, there are also efforts to show
alternative and equitable representations in the visual material.
By contrasting these findings with exis=
ting
theory, it is concluded that education can play a key role in the
transformation of gender perceptions if more inclusive and equitable strate=
gies
are implemented in educational resources. The methodological combination, t=
he
use of technological tools and triangulation guarantee the validity and
reliability of the results, thus offering a relevant contribution to the
academic field and educational practice.
The analysis of the images in the sixth
grade Language and Literature book in Ecuador reveals clear patterns in the
distribution of gender roles and stereotypes present in the visual material.
From the five categories studied, the main conclusions are the following:
In summary, the analysis indicates that,
although the visual material in the Language and Literature textbook shows
attempts to break stereotypes, traditional gender patterns persist and ther=
e is
a scarce representation of inclusion and diversity issues. These findings
highlight the need to rethink the design of educational content to promote =
an
equitable and diverse representation that allows students to access a
pluralistic view of gender roles in contemporary society.
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