An analysis of gender representation and stereotyping in terms of occupation and appearance in secondary school EFL coursebooks published by the Turkish Ministry of National Education

This study examines gender representation and stereotyping in English Language Teaching (ELT) coursebooks for 6th, 7th, and 8th grades published by the Turkish Ministry of National Education. By focusing on the portrayal of professions and physical appearance, the research evaluates how gender roles are depicted and whether they align with principles of equality and inclusivity. By using a content analysis methodology, the study categorizes and quantifies representations of male and female characters in terms of their occupations, roles, and visual depictions. Findings reveal significant disparities in gender representation, with male characters predominantly occupying high-status professions and active roles, while female characters are often relegated to caregiving or passive positions. Additionally, stereotypical depictions of appearance—such as associating women with beauty and men with strength—further reinforce traditional gender norms. The absence of non-binary or gender-diverse individuals highlights a lack of inclusivity. This analysis underscores the persistence of gender stereotypes in educational materials, which may influence students' perceptions of societal roles and opportunities. Recommendations are provided to promote gender-balanced and inclusive representations in future coursebook designs, contributing to a more equitable learning environment. Keywords: Gender representations, gender stereotypes, gender-based prejudices, gender roles, textbook evaluation, content analysis.