Gender Representation in Iranian EFL Textbooks: A Comparative Perspective on Vision and Prospect Series

Abstract

Investigating gender stereotypes and biases is a well-grounded area of research in language education. The present study analyzes the English as a Foreign Language (EFL) textbook series Vision and Prospect, which are used in two different cycles of the official education system in Iran. It examines the representation of gender in both the text and images within these textbooks. Using content analysis, the study found various instances of gender inequality within both series. Notably, male characters were overrepresented in categories such as visibility, firstness, character action, occupation, and thematic dominance. While Vision presents a slightly less gender-biased portrayal of women compared to Prospect, men remain predominantly represented in thematic contexts in both series. The results suggest that gender stereotypes continue to persist regardless of proficiency levels in local textbooks, reflecting a socio-cultural environment in Iran that reinforces these stereotypes. These findings can be valuable for textbook authors, curriculum designers, policy-makers and other agencies involved in language education, including students and teachers.