Gender Representation in Current EFL Textbooks in Iranian Secondary Schools

Abstract

Abstract—This study investigates gender representation in current EFL textbooks (Right Path to English I and II) that are designed locally and taught as an obligatory subject in Iranian secondary schools. Two methods of analysis were performed. First, these textbooks were subjected to a systematic quantitative analysis with reference to: (1) gender visibility in both text and illustrations and (2) female/male-oriented topic presentation in dialogues and reading passages. Second, a qualitative analysis was undertaken by concentrating on four components of gender-role modelling: (1) male-centred language including: (a) firstness and (b) masculine generic construction; (2) gender-linked occupation possibilities; (3) distribution of household responsibilities, and (4) distribution of spare time and leisure activities. The findings revealed the degree of imbalance in gender representation in these textbooks. The paper concludes by addressing the implications of gender imbalance depicted in the textbooks for learners ’ perceptions. Index Terms—ELT curriculum, gender representation, sexism, stereotyped gender roles, occupational roles, visibility in text I.