Gender representation and its impact on the quality of education: A comparative analysis of EFT textbooks for grade six (2022 vs. 2024 Editions)

Abstract

Gender representation always plays a pivotal role in English language teaching-learning materials due to the presence and portrayal of male and female characters as well as the mode of activities and dialogues attributed to each gender. This study explores gender representation in the Grade Six English for Today (EfT) textbook in Bangladesh focusing on a comparative analysis of the 2022 and 2024 editions. To conduct the study, we collected qualitative data through content analysis, focus group discussion, and in-depth interviews with 40 participants directly involved in the teaching-learning process applying EfTs. The results reveal an imbalance in gender representation in the prior edition of the selected book but demonstrate a positive change in the current edition. The study offers recommendations for future textbook revisions, emphasizing the importance of gender-sensitive material in promoting inclusivity in English language education in Bangladesh so as to improve education quality. We urge policymakers, educators, and researchers involved in curriculum or education development and gender studies to conduct further studies on this area.