Lorraine Portelli

This study explores gender issues in the development of Home Economics in Malta, within the context of a traditionally patriarchal and Catholic society. It examines the historical and cultural forces that shaped these subjects as female-dominated domains and the subsequent efforts to address gender bias. The main objective was to investigate how gender roles have influenced the perception, teaching and curriculum of Home Economics, including Textiles Studies, and to evaluate policy shifts aimed at creating more inclusive educational environments. A multi-dimensional qualitative research design was employed, drawing on documentary analysis, interviews with educators and examination of policy and curriculum documents. Thematic analysis was used to interpret narratives from past and present stakeholders in the education system. Findings reveal a deep-rooted gender bias in curriculum content and subject accessibility, with Home Economics traditionally reserved for girls. Despite reforms, perceptions of the subject as 'feminine' persist, and male students and teachers continue to face stereotyping. While significant strides have been made towards gender inclusivity, Home Economics remains gender-intensive; that is, it continues to be strongly associated with one gender due to historically embedded cultural norms, patterns of participation, and curricular meanings. Greater curricular reform and cultural change are needed to foster inclusivity and redefine the subjects’ social and vocational value.