Examining Gender Representation in Third and Fourth-Year Middle School English Textbooks

Abstract

This study aims to examine the depiction of gender in EFL textbooks using content analysis and critical discourse analysis. Two EFL textbooks were chosen for examination, and quantitative and qualitative approaches were employed to discover patterns of gender representation in the textbooks' content, language, and imagery. The study focuses on conventional gender norms and stereotypes, identity representation, and the usage of gendered language. The findings found that, while some EFL textbooks tried to portray varied gender identities and challenge established gender roles and stereotypes, many nevertheless reinforced these presumptions and utilized gendered language. Furthermore, identity representation was nearly non-existent, and when it did exist, it was frequently depicted negatively or marginalizing. The critical discourse analysis demonstrated that gender identities were produced in the textbooks using a variety of discursive methods. The significance of these findings for EFL education and gender equality was examined, and recommendations for more inclusive and equitable gender portrayals in EFL textbooks were offered