Abstract

• Textbook plays a crucial role in the socialization of young learners because they can influence how learners perceive society. Therefore, research in the field of gender representation in textbooks is as important as any other area of study. This study investigates the visual representation of gender in two English textbooks (Grade 1 and Grade 2) prescribed for primary education in Myanmar. Both quantitative and qualitative research methods were employed. For the visual analysis, Yang’s (2014) model of analysis for gender representation was adapted, particularly in relation to visual representation. Additionally, this study conducted a qualitative interpretation of gender representation in relation to the social context. The results show that in the visual representation of gender, males and females were fairly represented in the illustrations of both textbooks. Some gender stereotyping was found in terms of occupations, but it was minimal in the illustrations of both textbooks. Furthermore, the study found a significantly equal representation of males and females in illustrations related to classroom activities. However, with regard to involvement in outdoor activities, genders were somewhat represented through stereotypical portrayals. Research in the field of gender representation in English textbooks can help create a gender-neutral learning environment for young learners.