Exploring the Representation of Gender in Language Textbooks of Public Schools at Secondary Level

English is one of the global languages connecting people from different countries over the decades. It is one of only the impersonal languages spoken universally. Still, nowadays it serves numerous purposes as it acts as fabricator of personality, opinions and basis of collaborating thoughts traditional, dogmatic or social. English language textbooks grasp students' attention as it is considered a prominent and esteemed language. This research aimed at exploration on how public-school textbooks have utilized the English language to embody female appearance in secondary-level textbooks. This study is grounded on Mills's (1995) concept of feminist stylistics as the theoretical framework. Mill proposed three stages of analysis: Word, Phrase/Sentence, and Discourse. Gender issues should be considered while developing textbooks, as they are vital in educating and influencing learners' beliefs. This study used content analysis as a tool for analyzing gender roles presented by textbooks writers’. The findings of the study revealed that male characters are dominant in roles and occupations compared to female gender. It was also observed that writers’ have used more generic masculine nouns and pronouns such as he, she him, her for general representation of both genders. Female is underrepresented by textbook writers’ as compared to male genders. This study is significant for textbook designers, curriculum committees, policymakers, and implementers.