Visual Representation of Gender in English Language Textbooks

Education plays an important role in shaping students’ lives, because students tend to uphold and practice what they learn in the classroom. Therefore, promoting gender equality in English language education is essential, as it not only influences students’ attitudes, but also advances the United Nations’ Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality). In Sri Lanka, textbooks are the primary material used by teachers for teaching. Hence, textbooks have the potential to foster a positive self-image among students regarding gender. Visual representations, especially in school textbooks, play a vital role in shaping the perceptions and attitudes of students, and have an immediate impact on students rather than textual content. Gender stereotypes in the visual content presented in English language textbooks could perpetuate traditional gender roles and limit students’ understanding of gender roles in society. Therefore, it is crucial to examine the representation of gender in these textbooks. This study aimed to explore how gender is visually represented in English language textbooks used at the secondary level (Grades 6 to 11) in Sri Lankan schools. This mixed-methods research employs content analysis to explore gender representation in the visual content found in English language textbooks published by the Educational Publication Department. This study specifically examines four specific aspects: the numerical representation of boys, men, and girls or women in visuals; the types of activities depicted visually for each gender; the portrayal of occupational identities illustrated through visuals; and the inclusion of great personalities in visual content. The findings revealed a clear imbalance in the visual representation of gender in the selected English language textbooks. Furthermore, this study highlighted the need for more gender-inclusive visuals in English language textbooks to promote gender equality in classroom learning.