Gender Representations in an EFL Textbook

Abstract

The present study is an attempt to investigate how an EFL textbook currently used in upper secondary English classes portrays the two genders. The investigation was conducted both quantitatively and qualitatively in terms of gender visibility, character attributes, and picture representations. The results revealed that throughout the text finely balanced appearances of both genders were observed in the numbers of male and female characters, their utterances and their first appearances. Furthermore, both genders are assigned with approximately the same number of school subjects, occupations, interests and family roles. In picture representations as well, they are treated almost equally. Although gender imbalance was observed in the number of pictorial and the quality of textual professions, all in all, there seems to be ample evidence to suggest that the textbook examined exhibits fairly egalitarian representations of the two genders.

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