Gender Representation in English Textbooks: A Qualitative Synthesis of Current Research in China

Abstract

Textbooks are not only the main carrier of knowledge but also the major vehicle that embody the social culture, values and ideology. The presentation of gender in textbooks can play an important role in the formation of individual gender perceptions. In the past two decades, studies on gender representation in English textbooks were found conducted vastly across the globe, and nearly all of which have revealed gender stereotypes and gender bias as well as their further impact on students' gender value. This review was conducted in December 2021 using CNKI database. In this review, eleven studies focused on gender representation in English textbooks that conducted in the Chinese teaching context were identified. Research subjects, the theoretical foundations, the research designs, findings and suggestions were analyzed. Suggestions as well as implications related to future research were provided. It is recommended first that the scope of research objects should be expanded, covering English textbooks for childhood education, higher education and vocational education and so forth. Further, researchers shall conduct more comparative studies, including comparison of different versions of textbooks published in China as well as the comparison of different textbooks at home and abroad. Finally, it’s highly suggested to collect data from decision-makers as well as stakeholders in the educational process.