جواد محمدی

Introduction: In contemporary societies, educational systems play a key role in shaping culture and transferring knowledge to future generations. The content of school textbooks not only influences students' scientific understanding but also plays a central role in shaping their identity, beliefs, and values. Given this importance, what happens if this content includes the immoral phenomenon of sexism? Therefore, the main objective of this study is to analyze the content of lower secondary school science textbooks based on the immoral category of sexism. Material and Methods: This research falls within the scope of qualitative studies and is categorized as fundamental research. The statistical population of this study consists of the science textbooks used in the lower secondary education level, which includes three volumes. The units of content analysis include images, texts, questions, and end-of-chapter tests. The study was conducted using the content analysis method. Results: Gender representation in lower secondary science textbooks significantly reinforces traditional gender stereotypes. Quantitative analysis revealed that scientific, technical, and managerial roles are predominantly assigned to men, while women are confined to domestic, supportive, and educational roles. Qualitative analysis also indicated that names and images are represented in a way that highlights men’s positions in leadership and scientific roles, while women are portrayed with limited and passive presence. Conclusion: Based on the results, it can be concluded that lower secondary school textbooks contain the immoral phenomenon of sexism. These patterns indicate the necessity of revising textbook content in order to achieve gender equality