Gender Representation in English Language Textbooks Used at the Secondary Level

Abstract

Among the most effective tools for the socialization of teenagers, textbooks have a significant effect, which is especially strong in the case of English language textbooks due to the role played by English as a language of education and exam testing worldwide. This paper presents an overview and analysis of existing research into gender representations in English language textbooks aimed at secondary school children. Based on studies conducted in South Asia, the Middle East, East Asia, and Africa, the paper analyses how male and female characters are presented in terms of their frequency, firstness, occupation, personality traits, and language use (such as generic masculine pronoun usage). The results of the review reveal that despite the critiques raised during several decades starting from the 1980s' content analysis studies, secondary English language textbooks in many countries still overrepresent men, restrict women to domestic and low-prestige occupations, and maintain traditional gender stereotypes, although a number of recent editions make gradual steps towards gender equality. The theoretical underpinnings of this study, its methodology (content analysis approach), and implications are presented.