THE ABSENCE OF FEMALE HEROES IN EUROPEAN EDUCATION: CONTRADICTIONS AND PROGRESS IN HISTORICAL DEVELOPMENT
Bibliographic record
Abstract
This study examines the role of female heroes in European educational curricula and their social representation. The analysis focuses on the presence and absence of these women in educational textbooks, highlighting the reasons why female heroes remain marginalized in educational and historical narratives. Specifically, through a thorough review of bibliographic sources, the study analyzes the inequality in the representation of heroism in historical and cultural narratives, where heroism is often equated with traditionally masculine traits such as leadership and strategic thinking. In contrast, women are frequently confined to traditional roles of support and sacrifice. The study also explores the relationship between education and social representations of heroism. Stereotypical depictions of women in history and education limit their recognition as leading figures, even though women have played pivotal roles in shaping social and political history. The inclusion of female heroes in educational curricula can contribute to the deconstruction of these stereotypes and promote gender equality and women's participation in various societal domains. Furthermore, the study underscores the significance of education in fostering a more just and inclusive society, where women are recognized not only as supportive figures but also as leaders in heroic narratives. The recognition of female heroes in educational textbooks promotes the expansion of social values and the empowerment of women’s participation in political and social life.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".