Gender Representation In EFL Textbooks Used In Lebanon: Gender Bias Or Gender Equality?

Abstract

Gender representation in EFL textbooks is a critical issue as it influences learners’ perceptions of gender roles and equality. This study examines gender representation in English as a Foreign Language (EFL) textbook used in Lebanese public and some private schools. It investigates whether genders are equally represented in these textbooks, specifically at the lower and upper elementary levels, by analyzing character roles and activities, descriptive[1] language (adjectives), status, frequency of appearance, and the relative importance assigned to each gender. Using Critical Discourse Analysis (CDA) as the methodological framework, the findings reveal a significant gender bias favoring male characters across both public and private school textbooks. Although both genders are present in most reading passages, female characters are underrepresented, more frequently depicted in secondary roles, and afforded less narrative significance. These findings underscore the need for curriculum reform to promote more balanced gender representation in EFL materials.