Gender representation in EFL textbooks used in state schools in Northern Iraq and teachers’ perceptions of gender role stereotypes

Abstract

ABSTRACT This study investigates the extent of the gender representation and stereotyping in Sunrise textbook series (1–12) taught in state schools, primary and high school in Northern Iraq and teachers’ perceptions about gender role stereotypes. The research aims to ascertain how gender is represented and what kinds of stereotypes expressions are used in the Sunrise series by focusing on four areas; Adult Social Role Beliefs, Domestic Role Beliefs, Educational Role Beliefs, and Professional Role Beliefs concerning school type variables. To this end, a quantitative content analysis approach was used. Besides, a questionnaire was administered to 390 teachers to find out their perceptions of gender role stereotypes. The results of the textbooks analysis revealed that although some aspects depicted a gender-neutral representation, males were dominantly used in the majority of text examples and illustrations due to cultural issues. Females were portrayed as having passive and domestic roles in line with the fact that traditional gender ideology exists in high schools as there are separate facilities for boys and girls. The findings of the study have pedagogical implications for the development of gender-neutral textbooks and also provide education authorities and language policymakers with recommendations for the establishment of a gender-free society.