TRENDS IN GENDER REPRESENTATION: A QUANTITATIVE ANALYSIS OF THE IMPORTED EFL TEXTBOOK SERIES IN MOROCCAN PRIVATE SCHOOLS
Imported textbooks are often taken for granted as the best alternative to address the shortcomings found in Moroccan textbooks including gender stereotypes. This study analyses gender representation within the Sprint textbook series, a widely adopted imported textbook series in Moroccan private schools, to ascertain whether these materials reinforce or challenge prevailing gender biases. The significance of this research lies in filling a research gap as there is no single research paper that systematically questions the credibility of these imported textbooks, given that they were promoted as the panacea that would rectify the deficiencies in local textbooks. A quantitative content analysis revealed a statistically significant trend of higher female visibility across three sprint levels, with females often depicted in settings associated with openness and self-care activities and engaging more frequently in recreational activities compared to males. Contrary to expectations, the imported EFL textbooks portray females in progressive and emancipated roles, challenging traditional gender norms. The findings highlight the importance of considering gender dynamics in educational materials to promote more equitable and inclusive learning environments, thus contributing to societal progress towards gender equality.
Gender Representation, Imported Textbooks, Gender Stereotypes, Content Analysis, EFL.