Gender bias and ethnic diversity in English language textbooks

The aim of the present study is to examine the representation of gender and ethnic diversity in two English language teaching textbooks. The study also aims to find out teachers' perceptions related to the representation of gender and ethnic diversity. In order to find out how gender and different ethnic groups are represented in two textbooks, content analysis was chosen as a method of inquiry. A list of criteria was prepared and taken as a basis of analysing the textbooks. In order to gain in-sights about teachers' perceptions on the related issues, semi structured interview questions were formulated and focus group interviews were conducted with four female and four male teachers. The findings revealed that in terms of visibility, the number of male characters both in texts and in visuals, pronouns, subject pronouns, possessive pronouns that indicate masculinity and masculine words that represent higher positions in the society outnumber that of females'. In terms of different ethnic groups, the findings showed that majority of the characters who were identified with their ethnic-racial identity were white people. People who speak English as their second or foreign language were under-represented. The number of adjectives which are used to define males was found to be numerically higher than those which are used to define females. Males were found to have more positive and negative attributions than females. Females were not depicted with negative adjectives. Regarding free time activities, males were depicted as having more diversity and number of free time activities than females do. Regarding the order of mention, in each sentence where females and males appear together, males come first. The study also revealed that males were numerically dominant in the work force. Besides, males were found to have more diverse job options than females do. The generic use of man was found to be present in each book. When the findings of focus group interviews are considered, it was shown that the existence of some ideologies were present, based on teachers' opinions. Teachers believe that publishing companies reflect and include some certain ideologies because of financial concerns. Some teachers believed that these ideological representations are related to governmental decisions. Teachers stated that in terms of gender, there is inequity in each book and they argued that the number of females and males need to be equal. When it comes to ethnic groups, teachers stated that they are aware of the representation of different ethnic groups. However, unlike gender issue, teachers did not mention the representation of equal numbers of people from different ethnic backgrounds. Teachers suggested that these ideological representations are implicit and students are not fully aware of them. According to teachers, in order to ensure gender equity and a balanced representation of different ethnic groups, gender and ethnic diversity should be criteria when selecting the most appropriate textbooks.