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

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.