Evaluating my book of English middle school year one from a gender perspective

Abstract EN

Scholars in the field of sociology stress the importance of gender equality in children textbooks for the negative impact of sexism on learners from both genders.

As the title implies, the present paper attempts to qualitatively and quantitatively examine My Book of English Middle School Year One in order to find out whether or not gender biases issue is avoided in the textbook.

Based on the results of previous studies conducted in the field of textbooks analysis, which reveal a considerable amount of sexism being imbedded in the First Generation EFL textbooks, it was hypothesized that the currently used textbook, which was recently produced with the implementation of the Second Generation of the Algerian Educational System, also incorporates gender stereotyping.

We used Michel’s (1986) criteria of analysis to investigate the way males and females are represented in the meant textbook.