This essay is a didactic qualitative analysis of how women are represented in specific chapters in textbooks used for religious education for upper secondary school in Sweden. Chapters dealing with human value and ethics have been studied. The method used in order to examine the representation of women is a gender theoretical text analysis as well as the feminist critical theory intersectionality. The Swedish curriculum, Lgr11, states that religion ought to be taught with regard to intersectionality, and more specifically, gender, ethnicity, socioeconomic background and sexuality. The textbooks describe and treat the intersectional categories as significant factors in the formation of identity. The aim of the essay is to examine the overall inclusion of women in each textbook and female representation with regard to the intersectional categories. The results show that women are not acutely marginalized. On the other hand, women and topics related to women are mentioned extensively in the three textbooks. Women are significantly more mentioned with regard to the intersectional category gender, compared to ethnicity, socioeconomic background and sexuality. Thus showing that gender as an identity factor is principal compared to the three remaining intersectional categories in the textbooks. 

Key words: Religion, Intersectionality, Gender, Ethnicity, Sexuality, Socioeconomic background, Identity, Curriculum and Textbook.