Promoting Gender Equality in EFL Education: A Study of Textbook Representation and Teacher Perceptions in Northern Iraq
DOI:
https://doi.org/10.17507/tpls.1603.10Keywords:
gender inequality, content analysis, Sunrise textbooks, Role BeliefAbstract
This study focuses on the representation of gender stereotypes in Sunrise EFL textbooks (Grades I–XII) used in public schools in Northern Iraq, as well as on teachers’ insights regarding these representations. The analysis centers on four key areas: the social roles of adults, housework roles, educational roles, and professional roles, taking into account variables related to school type. A mixed-methods approach—combining qualitative and quantitative content analysis—was employed. A questionnaire was used to achieve the main objective of the study. The findings reveal that men are often portrayed as dominant, while women are depicted as passive and confined to domestic settings. According to the data, teachers’ perceptions confirm that cultural gender ideologies continue to reinforce gender segregation in high schools. Based on these findings, the study recommends that educational authorities develop clear guidelines to address gender bias in EFL education in order to promote gender inclusivity, particularly in developing countries.
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