Identification and Analysis of Gender Stereotypes in Physical Activities in Textbooks for Students with Intellectual Disabilities

Document Type : Research Paper

Authors

1 Ph.D, Department Sport Management and Media, University of Tabriz, Tabriz, Iran.

2 Associate Professor in Department of Sport Management and Media, University of Tabriz, Tabriz, Iran.

3 Assistant Professor in Department of Sport Management and Media, Shahid Beheshti University, Tehran, Iran.

Abstract

Examining gender stereotypes in physical activity textbooks for new students with intellectual disabilities is crucial, given the direct correlation between physical activity and the physical and mental health of this demographic. This study aimed to investigate gender stereotypes in preschool and elementary school textbooks designed for new students with intellectual disabilities. The research employed a quantitative-qualitative content analysis methodology, focusing on a population of 46 textbook titles, which comprised a total of 7,664 pages for the 1400-1401 academic years. Data analysis was conducted utilizing MAXQDA 2020 software. During the open coding process, all content pertaining to physical activity was extracted and subsequently classified into main and subcategories through the axial coding method. A total of 358 codes about physical activity were extracted. Among these, 272 codes (76%) were associated with male gender, 55 codes (15.36%) with female gender, and 31 codes (8.65%) with mixed gender. These codes were organized into seven primary categories: type of physical activity, location, purpose, equipment, clothing, sedentary behaviors, and national athlete models. The findings demonstrate that girls are depicted within a restricted spectrum of activities and movement contexts. The lack of representation may perpetuate the perception of girls with intellectual disabilities as incapable of participating in sports, resulting in a decline in their physical activity levels. It is essential to evaluate educational content and remove gender stereotypes to enhance the physical and mental health of all incoming students with intellectual disabilities.

Keywords

Main Subjects

References

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History

  • Receive Date: 23 June 2025
  • Revise Date: 16 September 2025
  • Accept Date: 03 October 2025

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