CHAPTER ONE

INTRODUCTION

Background to the Study

Education plays an important role in shaping how people think about society, including

their views on gender roles. Textbooks, as key learning tools, have a strong influence on

students’ thoughts and attitudes. However, studies show that many English textbooks still

contain gender biases that promote traditional roles for men and women. For example, Hussein

and Al-Amer (2022) found that men are often shown as strong leaders in textbooks, while

women are shown in passive or less important roles. Similarly, Miller (2021) explains that these

unequal portrayals make it harder to achieve gender equality by reinforcing old stereotypes.

How textbooks show gender roles can shape students’ ideas about themselves and their

place in society. Fischer and Powell (2020) say that when students see repeated stereotypes in

textbooks, they start to believe that these roles are normal and correct. For instance, boys might

believe they should become scientists or leaders because textbooks often show men in these

roles, while girls might think they can only be caregivers or homemakers. In many places,

textbooks are seen as trustworthy sources, so students and teachers may not question these

messages, which can have long-lasting effects.

Even though global efforts, like those by UNESCO (2023), aim to make learning

materials more fair, gender biases are still common in textbooks worldwide. Studies in countries

like Iran, Pakistan, and Hong Kong show that English textbooks often show men in public and

professional jobs, while women are shown in domestic roles (Bahman & Rahimi, 2021; Ullah &

Skelton, 2022). Tan and Noor (2024) add that the language used in these textbooks often favors
men, using action words to describe them, while women are described in softer, more passive

ways.

The effects of these biases go beyond the classroom. Hussain (2020) points out that

textbooks send hidden messages about what is acceptable for boys and girls. Miller (2022) shows

that male characters are often leaders or heroes, while Ullah and Haque (2021) found that female

characters are mostly caregivers. This limits how students see themselves. Boys might feel

pushed toward careers in science and technology, while girls might feel they belong in care

giving or artistic roles, not because of their abilities but because of what they see in textbooks.

Textbooks also show traditional gender traits through the language and actions of their

characters. Gharbavi and Mousavi (2019) explain that male characters are often shown as strong,

active, and assertive, while Johnson and Smith (2022) found that female characters are described

as emotional, caring, or dependent. This problem exists all over the world, as shown by Bahman

and Rahimi (2021) and Lee and Collins (2020). Women are rarely shown in leadership or

technical roles, and men are hardly ever shown doing caregiving tasks. This continues to

reinforce harmful stereotypes.

Another issue is that textbooks often exclude gender-diverse or non-binary individuals.

Brown and Taylor (2023) argue that as society becomes more accepting of gender diversity,

textbooks need to change to include everyone. Ignoring these groups makes education less

inclusive and leaves out important perspectives.

Some steps have been taken to fix these issues, but more needs to be done. Teachers,

publishers, and curriculum developers should make textbooks that not only avoid bias but also
promote fairness and equality. Textbooks should show a variety of roles for men, women, and

gender-diverse individuals. Involving students, parents, and communities in reviewing

educational materials can also help ensure fairness. This way, textbooks can challenge

stereotypes and encourage students to imagine a wider range of possibilities for themselves.

The impact of gender stereotypes in textbooks is serious. When boys see male characters

as leaders or decision-makers, and girls see female characters as caregivers, they may start to

believe these roles are natural or correct. This limits their ambitions and what they think they can

achieve. Boys might feel they have to choose careers in science and technology, while girls

might think they should focus on teaching or care giving. These narrow ideas about gender roles

can affect students’ career choices, confidence, and sense of identity.

Statement of the Problem

Despite global progress in promoting gender equality, English textbooks continue to

reflect gender biases that reinforce traditional roles for men and women. Male characters are

frequently portrayed as leaders, decision-makers, and professionals, while female characters are

often depicted in passive, domestic, or secondary roles. Such portrayals suggest that leadership,

strength, and ambition are traits reserved for men, while care giving and emotional labor are the

domain of women. Smith and Williams (2018) argue that these patterns teach students to view

traditional gender roles as natural, limiting their aspirations and reinforcing societal inequalities.

Similarly, Lee and Zhang (2019) observe that biased portrayals in educational materials shape

how boys and girls perceive their future roles, with boys encouraged toward leadership and girls

confined to supportive or less prestigious careers.

Singh (2018) explain that biased representations influence career choices, pushing boys toward

science, technology, engineering, and mathematics (STEM) fields, while girls are steered toward

care giving or artistic professions. Alvarado (2019) further highlights that these biases contribute

to gender disparities in educational outcomes and professional opportunities, perpetuating

inequality over time.

Efforts to promote gender-inclusive education have been hindered by the slow

implementation of policies and limited awareness among educators and policymakers. Mendez

and Gallo (2019) emphasize that in contexts where textbooks are the primary learning tool,

students are exposed to biased content without alternative perspectives, reinforcing stereotypes

and shaping their worldviews. Furthermore, textbooks rarely include non-binary or gender-

diverse individuals, as noted by Robinson (2019), which marginalizes these groups and prevents

the promotion of an inclusive learning environment.

This study aims to analyze gender representation in English textbooks, identify biases,

and offer recommendations for promoting inclusivity and challenging traditional gender

stereotypes in educational content.

Purpose of the Study

The purpose of this study is to critically examine the representation of gender in English

textbooks, focusing on the following key objectives:

1. To analyze the representation of gender characters in English textbooks, investigating the

roles, characteristics, and actions associated with each gender.

assessing whether particular professions, behaviors, and activities are gendered.

3. To evaluate the impact of gender representation on students’ perceptions of gender

equality, particularly how these portrayals shape their understanding of societal roles and

gender norms.

4. To explore the influence of gender representation in textbooks on students' aspirations,

examining how these portrayals may limit or expand students' career choices and life

goals.

5. To assess the role of textbooks in reinforcing or challenging traditional gender

stereotypes, considering how textbooks contribute to the socialization process and

influence students' views on gender roles in society.

Research Questions

1. What is the representation of gender characters in English textbooks?

2. What differences exist in the roles and attributes assigned to gender characters in English

textbooks?

3. To what extent do English textbooks reflect or challenge traditional gender roles and

stereotypes?

4. In what ways do gender representations in English textbooks influence students'

perceptions of gender equality and societal roles?

Research Hypotheses

1. There is no significant difference in the representation of gender characters in English

textbooks.
 2. There is no significant difference in the roles and attributes assigned to gender characters

in English textbooks.

3. English textbooks neither reflect nor challenge traditional gender roles and stereotypes.

4. Gender representations in English textbooks have no significant influence on students'

perceptions of gender equality and societal roles.

Significance of the Study

This study is important because it examines how gender is represented in English

textbooks and its impact on education. By addressing gender biases, it helps students feel

included and encourages them to explore diverse career paths beyond traditional stereotypes. It

also guides authors and publishers in creating fair and accurate textbooks, improving the quality

and credibility of educational materials. Additionally, the study provides evidence for

policymakers to develop policies that reduce stereotypes, promote gender equality, and support

global goals like quality education and inclusivity. In summary, it improves textbooks, fosters

inclusive classrooms, and promotes fairness in education for all.

Delimitations of the Study

This study focuses on gender representation in English textbooks used in secondary

schools within Ondo state.. It examines textbooks from various publishers, analyzing both

written content and visual elements. The study is limited to widely used textbooks in mainstream

education and does not include digital resources, supplementary materials, or higher education

textbooks. The findings are specific to the selected region and may not apply to other areas or

educational contexts.

Operational Definition of Terms

Gender Representation: Refers to how different genders (mainly male and female) are

portrayed in media, including textbooks, influencing students' perceptions of gender roles and

expectations.

Gender Roles: Social and cultural norms that define behaviors expected from individuals based

on their gender, which can impact students' opportunities and behaviors, especially in education.

Stereotypes: Oversimplified beliefs about groups based on gender, race, or other categories.

Gender stereotypes, often found in textbooks, can shape students’ perceptions of themselves and

others.

English Textbooks: Educational materials for teaching English, including stories, grammar

exercises, and vocabulary. These textbooks reflect societal gender norms and can either reinforce

or challenge traditional gender roles.

Inclusive Education: Aims to provide equal learning opportunities for all students, regardless of

gender, ability, or background, promoting fairness and eliminating gender bias in teaching and

materials.

Curriculum Development: The process of designing educational content. It ensures that

textbooks reflect diverse and equitable gender portrayals, fostering gender equality and

challenging stereotypes.