Gender (In)Equality In Locally Published EFL Coursebooks In Turkiye

This study investigates gender representation in two English as foreign language coursebooks published by the Ministry of National Education for elementary schools in Turkiye. Using content analysis, it aims to explore how gender is portrayed through visuals and linguistic elements. It adopts a categorization of representational imbalances, gender stereotyping, and linguistic sexism for analysis. The findings reveal persistent gender imbalances, with males dominating visual representations and high-status occupations, while females are more visible in dialogue-based content, particularly songs and chants. Both coursebooks reproduce traditional gender stereotypes, portraying females in domestic, nurturing or service-related roles and males in outdoor, technical and leadership roles. Linguistic analysis also identifies gender-biased language, including the overuse of titles, firstness patterns, and male-oriented occupational terms. Despite increased awareness of gender issues, the study demonstrates that these coursebooks continue to reinforce both explicit and implicit gender biases. The study underscores the need for coursebook developers and educational authorities to adopt gender-sensitive approaches, integrating globally recognized guidelines on gender-fair language and promoting diverse, non-stereotypical representations. These measures are crucial to fostering equitable gender perceptions among young learners and challenging entrenched societal norms.