Gender Representation and Its Impact on the Quality of Education: A Comparative Analysis of EFT Textbooks for Grade Six (2022 vs. 2024 Editions)

Authors

  • Phawani Vijayaratnam

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Negeri Sembilan, Malaysia
  • Mehdi Manoocherzadeh

    Zerodale Inc. Centre for Research in Entrepreneurship Education and Development, Toronto, ON M2K 2H6, Canada
  • Fariha Mim

    Department of English, Green University of Bangladesh, Narayanganj, Dhaka 1461, Bangladesh
  • Farid Ahmed

    BRAC Institute of Languages (BIL), BRAC University, Kha 224, Bir Uttam Rafiqul Islam Ave, Dhaka 1212, Bangladesh
  • Mohammad Golam Mohiuddin

    Department of English, Green University of Bangladesh, Narayanganj, Dhaka 1461, Bangladesh
  • Hamenaz Gholipour

    Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, P.O. Box 678, Iran

DOI:

https://doi.org/10.30564/fls.v7i4.8332
Received: 6 January 2025 | Revised: 3 February 2025 | Accepted: 10 March 2025 | Published Online: 21 March 2025

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.

Keywords:

EFT; Textbook; Gender; Representation; Portrayal; Education Development

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How to Cite

Vijayaratnam, P., Manoocherzadeh, M., Mim, F., Ahmed, F., Mohiuddin, M. G., & Gholipour, H. (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. https://doi.org/10.30564/fls.v7i4.8332

Issue

Vol. 7 , Iss. 4 (April 2025): In Progress

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Article

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Copyright © 2025 Phawani Vijayaratnam, Mehdi Manoocherzadeh, Fariha Mim, Farid Ahmed, Mohammad Golam Mohiuddin, Hamenaz Gholipour

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