Gender Representation in SMILE Series: A Critical Study of Gender Roles and Bias

Authors

  • Osman Hassan Osman

    Department of Foreign Languages, College of Arts & Sciences, University of Nizwa, Initial Campus, Birkat Al Mouz, Nizwa 616, P.O. Box 33, Sultanate of Oman
  • Mahmoud Abuoaf

    University of Technology and Applied Sciences – Nizwa, Preparatory Studies Centre, Ad Dakhiliyah Governorate, Nizwa 616, P.O. Box 477, Sultanate of Oman
  • Ahmed Hamed Al Rahbi

    Foundation Institute, University of Nizwa, Initial Campus, Birkat Al Mouz, Nizwa 616, P.O. Box 33, Sultanate of Oman

DOI:

https://doi.org/10.30564/fls.v7i8.10104
Received: 20 May 2025 | Revised: 16 June 2025 | Accepted: 26 June 2025 | Published Online: 1 August 2025

Abstract

Gender representation in textbooks is currently receiving increasing attention in the literature of foreign language teaching and learning. Despite this interest in gender representation in EFL materials, little attention has been paid to locally developed textbooks. This study investigates the portrayal of gender in the Sudanese SMILE course books, with focus on Books 8 and 9, which are designed for intermediate-level students. It also explores how these portrayals influence students’ self-perceptions and their understanding of gender roles. A qualitative approach, using thematic analysis, was adopted to analyse the texts, examining the extent to which the book addresses gender issues. The findings revealed that several lessons adhere to traditional stereotypes, portraying females in roles deemed socially acceptable, such as in healthcare, teaching, or performing domestic tasks like cleaning, cooking, and baking. In addition, the books seem to emphasize same gender relationships, e.g., male-male and female-female interactions. Furthermore, the Sudanese cultural diversities are absent from the course book. The results of the study contribute to an understanding of how the textbooks challenge the traditional gender stereotypes and help in promoting cognitive developments of teenagers. Practical recommendations were offered to educators and syllabus designers to write future textbooks that promote gender equality and inclusivity.

Keywords:

Cognitive Development; EFL Textbooks; Gender Representation; Stereotype

References

[1] Vijayaratnam, P., Manoocherzadeh, M., Mim, F., et al., 2025. Gender Representation and Its Impact on the Quality of Education: A Comparative Analysis of EFT Textbooks for Grade Six (2022 vs. 2024 Editions). Forum for Linguistic Studies. 7(4), 23–39. DOI: https://doi.org/10.30564/fls.v7i4.8332

[2] Ruiz-Cecilia, R., Guijarro-Ojeda, J.R., Marín-Macías, C., 2021. Analysis of Heteronormativity and Gender Roles in EFL Textbooks. Sustainability. 13(1), 220. DOI: https://doi.org/10.3390/su13010220

[3] Vygotsky, L.S., 1978. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press: Cambridge, MA, USA.

[4] Bedri, A.M., 2013. Refection on the Struggle for Girls’ Education in Sudan. In: Holmarsdottir, H.B., Nomlomo, V., Farag, A.I., et al. (eds.). Gendered Voices: Reflections on Gender and Education in South Africa and Sudan. Springer Science & Business Media: Berlin, Germany. pp. 25–40.

[5] Holmarsdottir, H.B., Nomlomo, V., Farag, A.I., et al. (eds.), 2013. Gendered Voices: Reflections on Gender and Education in South Africa and Sudan. Springer Science & Business Media: Berlin, Germany.

[6] Daoud, S.A.M., 2013. A Critical Review of Gender Equality in Education: Reflection on the Issues among Poor Communities in Sudan. In: Holmarsdottir, H.B., Nomlomo, V., Farag, A.I., Desai, Z. (eds.). Gendered Voices: Reflections on Gender and Education in South Africa and Sudan. Springer Science & Business Media: Berlin, Germany. pp. 65–76.

[7] Osman, O.H., 2013. The Impact of Teaching Methods on Language Learning Strategies Employed by Learners in a Foreign Language Context [Ph.D. Thesis]. De Montfort University: Leicester, UK.

[8] Achag, S., Amrani, F., 2023. Gender Representation in Children’s EFL Textbooks: A Comparison between Private Primary Schools and Language Centers in Fes. Journal of World Englishes and Educational Practices. 5(3), 104–110.

[9] Deng, F.M., 2006. Sudan: A Nation in Turbulent Search of Itself. The Annals of the American Academy of Political and Social Science. 603(1), 155–162.

[10] Sultana, A.M., 2010. Patriarchy and Women’s Gender Ideology: A Socio-Cultural Perspective. Journal of Social Sciences. 6(1), 123–126.

[11] Khalid, Z., Ghania, O., 2019. Gender Positioning in the Visual Discourse of Algerian Secondary Education EFL Textbooks: Critical Image Analysis vs Teachers’ Perceptions. Journal of Language and Linguistic Studies. 15(3), 773–793.

[12] Aljuaythin, W., 2018. Gender Representation in EFL Textbooks in Saudi Arabia: A Critical Discourse Analysis Approach. International Journal of Applied Linguistics and English Literature. 7(5), 151–157.

[13] Suter, C., 2006. Trends in Gender Segregation by Field of Work in Higher Education. In: OECD (ed.). Women in Scientific Careers: Unleashing the Potential. OECD Publishing: Paris, France. pp. 95–104.

[14] Rahimi, A., Sahragard, R., 2006. A Critical Discourse Analysis of Euphemization and Derogation in E-mails on the Late Pope. The Linguistics Journal. 1(2), 29–87.

[15] Bahman, M., Rahimi, A., 2010. Gender Representation in EFL Materials: An Analysis of English Textbooks of Iranian High Schools. Procedia-Social and Behavioral Sciences. 9, 273–277.

[16] Ullah, H., Skelton, C., 2013. Gender Representation in the Public Sector Schools Textbooks of Pakistan. Educational Studies. 39(2), 183–194.

[17] Lee, J.F., 2014. Gender Representation in Hong Kong Primary School ELT Textbooks–A Comparative Study. Gender and Education. 26(4), 356–376.

[18] Kookiattikoon, S., Kijpoonphol, W., Kluensuwan, P., et al., 2024. Gender Representations: A Case Study of Semiotic Analysis of Gender Bias in EFL Textbooks. International Journal. 5(11), 7467–7485.

[19] Sulaimani, A., 2017. Gender Representation in EFL Textbooks in Saudi Arabia: A Fair Deal?. English Language Teaching. 10(6), 44–52.

[20] Sunderland, J., 1994. Exploring Gender: Questions and Implications for English Language Education. Multilingual Matters: Clevedon, UK.

[21] Mohammed Ismael Ismael, S., Mohammadzadeh, B., 2023. Gender Representation in EFL Textbooks Used in State Schools in Northern Iraq and Teachers’ Perceptions of Gender Role Stereotypes. Interactive Learning Environments. 31(10), 6242–6259.

[22] Benattabou, D., 2021. The Visual ‘Masculinization’ of Moroccan EFL Textbooks: A Social Semiotic Analysis. Feminist Research. 5(1), 1–19.

[23] Nasrin, J., 2016. Microcredit and Women's Empowerment. Does Microcredit Promote the Borrowers to Participate in the Household Decision-making Process in Bangladesh? Tampere University Press: Tampere, Finland.

[24] Alqahtani, M.H., 2024. Women in Saudi Secondary School EFL Textbooks: A Critical Study of Women’s Empowerment as Enshrined in the Saudi Vision 2030. Frontiers in Sociology. 9, 1307623.

[25] Ambadi, A.A., Al Mahi, A. S., Abaker, A. M., et al., 2014. Sudan Modern Integrated Learning of English (SMILE). Bakht-er-Rudha, Ministry of Education – Sudan (NCCER): Khartoum, Sudan.

[26] Braun, V., Clarke, V., 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology. 3(2), 77–101.

Downloads

How to Cite

Hassan Osman, O., Abuoaf, M., & Al Rahbi, A. H. (2025). Gender Representation in SMILE Series: A Critical Study of Gender Roles and Bias. Forum for Linguistic Studies, 7(8), 359–372. https://doi.org/10.30564/fls.v7i8.10104

Issue

Vol. 7 , Iss. 8 (August 2025): In progress

Article Type

Article

License

Copyright © 2025 Osman Hassan Osman, Mahmoud Abuoaf, Ahmed Hamed Al Rahbi

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.