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Journal of Education & Social Sciences - Volume 12, Issue 2 2024
By Tuba Majeed, Dr. Muqaddas Butt, Dr. Muhammad Anwar
10.20547/jess1222412205
Keywords: Gender balance, Textbooks, Instructional practices, gender representation
Avoiding prejudice and stereotypes in the portrayal (i.e., representation) of women and men is a crucial step on the path towards gender equality. The locus of this Sequential Mixed Method research was to identify the gender representation in English textbooks and teachers’ instructional practices. Document Analysis of Secondary level English textbooks of grade 9 and 10 was performed by using a quantitatively developed matrix, whereas to understand teachers’ instructional practices related to gender representation, semi-structured interviews of 10 English teachers were administered. The findings of this study highlighted some significant gender inequalities in textbooks. It showed that while designing the curriculum and textbooks, the persistently existing issue of gender inclusion has not been seriously addressed by the concerned. This research stressed upon producing gender balanced educational materials.