Purpose of the Questionnaire

The main purpose of this toolkit is to provide educators with research-based tools for investigating the development of gender identity during adolescence, through action research methodologies. It is intended for educators and school psychologists working with adolescents aged 12 to 18 years. The toolkit measures awareness of gender stereotypes, flexibility in perceptions of gender roles, and the influence of the social context on the formation of gender identity.

Questionnaire Analysis

The toolkit was developed by V. Deliyanni-Kouimtzi and D. Siakai in 1998 and has since been revised to align with contemporary educational frameworks. It consists of 15 mixed assessment tools, distributed across four main categories. It includes five standardized Likert-type questionnaires, four qualitative tools with open-ended questions, three written reflective thinking activities, and three guiding protocols for group discussions (focus groups). The scale comprises three subscales: personal gender schemas, peer group influences, and the impact of mass media on gender perceptions.

Scoring of Items

The quantitative tools use a five-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The subscale scores are calculated as the mean of the relevant items. Qualitative tools are analyzed through thematic analysis based on predefined coding frameworks. Written assignments are assessed with a specially designed rubric, ranging from 0 to 3 points per criterion.

Statistical Analysis

The scoring ranges for each domain are as follows: Stereotype Awareness ranges from 5 to 25 points, Role Flexibility from 4 to 20 points, and Social Influence from 6 to 30 points. The interpretation guidelines categorize high scores (above the 80th percentile) as indicators of progressive attitudes, medium scores (40th to 80th percentile) as transitional, and low scores (below the 40th percentile) as traditional perceptions of gender identity.

Validity of the Questionnaire

Content validity was ensured through evaluation by an expert panel, with an agreement coefficient of κ = 0.82. Construct validity is supported by significant correlation with the Bem Sex-Role Inventory (r = 0.71), while discriminant validity was established by comparison with social desirability scales. Cross-cultural adaptation studies of the toolkit have been conducted in seven EU countries, while a Greek validation study (Siakai et al., 2015) showed very good model fit (CFI = 0.92).

Reliability of the Questionnaire

The internal consistency of the quantitative subscales is high, with Cronbach’s alpha = 0.87. Inter-rater reliability in the qualitative data reaches 85% agreement, while test-retest stability over a six-week interval shows a correlation coefficient of r = 0.79.

References

Greek References
Deliyanni-Kouimtzi, V. (2018). Modern Approaches to Gender Identity. Papazisis Publications.
Siakai, D. (2020). “The Evolution of Gender Stereotypes in Greek Education.” Review of Educational Research, 15(2), 112–130.

International References
Deliyanni-Kouimtzi, V. & Sakka, D. (2001). Researching Gender in School Environments. Routledge.
Jönsson, K. et al. (2019). EU Guidelines on Gender Identity Research. Brussels: EC Publications.

Keywords

Gender identity, adolescence, educational assessment, action research, gender stereotypes, psychometric toolkit, validity, reliability