Gender Representation and Sexism in International Language Coursebooks for Tertiary Education

Socialization agents, such as family and education, are central to shaping gender norms through social interactions and role modeling. Language coursebooks function as powerful instruments for incorporating gender perspectives into education. To be effective, these materials must move beyond stereotypes and foster inclusive learning experiences. This study aims to uncover gender imbalances and implicit sexism in coursebooks. Using qualitative content analysis, two sets of tertiary-level language coursebooks from reputable publishers were examined. Analyzing occupational activities, adjectives, sports, crime, and household roles, findings revealed consistent underrepresentation and stereotypes of gender. These results highlight the need for a thorough review of educational materials to ensure equitable representation. To address this issue, a three-stage critical approach is proposed, engaging teachers in refining coursebooks for inclusivity, aligning lesson objectives with gender-sensitive perspectives, and critically evaluating instructional components. By actively adapting materials, educators can mitigate gender bias, fostering a more inclusive classroom environment that promotes gender equality and broader social change.