Gender Stereotyping in the Current Secondary Level English Textbook(S) in Nepal: A Critical Analysis

Abstract

Gender-related issues and their impacts have become a significant topic of discussion because they directly connect with the constitutional right to equality. In the field of education, textbooks are considered a significant source for teaching and learning in Nepal. Therefore, it should not be presented in a gender-biased manner. I have experienced that English textbooks of the secondary level often promote the traditional stereotypes of gender representation by shaping learners’ perceptions and understanding of social roles and norms. In such a situation, we expect to have inclusive teaching material that can avoid such biases so that inclusivity and gender equality in education can be offered. This study explores the representation and portrayal of gender, especially the misrepresentation of gender roles, social norms, and the stereotypes genders use in the current English textbook of grades IX and X. This study also explores how the misrepresentation of gender influences maintaining the fundamental rights of being unbiased in the classroom and equality in education from the perspective critical discourse analysis. The textual and visual repressions of male and female characters in the textbooks were also critically analyzed from the perspective of gender schema theory. With this note, this study tried to answer two different questions: How do secondary-level English textbooks represent gender? How do stakeholders perceive the portrayal of gender in textbooks? To address these questions, I used Critical Discourse Analysis (CDA) to critically analyze the representation of gender roles and responsibilities in the current secondary-level English textbooks (IX and X). I have also used narrative inquiry as a second method, especially for exploring the essence of the second question of my thesis, where I interviewed five stakeholders, including three female secondary English teachers, a curriculum designer, and a textbook writer. In the first part, I have presented my experiences as a teacher in Nepal, highlighting the extensive gender biases present in secondary-level English textbooks (IX and X). These biases manifest not only in language but also in the roles assigned to characters within the textbooks. The research underscores that textbooks serve as significant socialization tools that can either challenge or reinforce societal norms regarding gender roles. Similarly, the second part of this research highlights gender misrepresentation in the textbooks by capturing women in traditional roles, such as caregivers or homemakers. In contrast, men are frequently portrayed as leaders or professionals. This disparity perpetuates stereotypes that limit students' perceptions of gender capabilities and career aspirations. The frequent use of male pronouns and masculine language reinforces the notion that men are the default or normative gender. This linguistic bias marginalizes women and non-binary individuals, contributing to an inequitable learning environment. Visual materials in the textbooks also reflect gender biases, with male characters often shown in positions of authority and female characters depicted in supportive roles. The visual representation further entrenches societal stereotypes about gender roles. The researchers' findings presented that such misrepresentations mainly affect students' understanding of gender equality and their understanding of gender inequality. With the help of this critical discourse analysis, the prescribed textbooks can be improved and can stop students from forming wrong and discriminatory beliefs. The findings also suggest a need for curriculum developers to create balanced and inclusive educational materials that promote gender equality. Based on the experiences shared by my informants and theoretical discussion, the research concludes that gender misrepresentation in textbooks is ethically unjustifiable and requires urgent revision. This issue calls for decisive action from educators, curriculum designers, and policymakers to acknowledge and address the impact of gender bias in educational materials, particularly in the current textbooks, which serve as significant tools for teaching and learning in the context of Nepal. The study underscores the need to prepare gender-friendly textbooks that might challenge traditional stereotypes and promote equitable representations of all genders. Textbooks can play a transformative role in cultivating positive perceptions and highlighting social change by fostering inclusiveness in educational content. Ultimately, this research contributes to the broader discourse on gender equality in education, emphasizing the crucial role of textbooks in influencing societal norms and encouraging gender-friendly learning platforms for every gender in the classroom.