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All Journal At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Rusma Adam
Prince of Songkla University
Religion Education Social Sciences

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Gender Stereotypes in EYL Textbook Visual Imagery: Implications for Inclusive Classroom Learning Setyo Utami; Ulya Maulani Subhan; Ahmad Syairofi; Rusma Adam; Ladawan Longsoh
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 10 No 1 (2026): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v10i1.2926

Abstract

This study investigates gender representation in the My Next Words English textbook series, a nationally endorsed resource for Indonesian elementary schools. Using Critical Content Analysis (CCA), 882 human illustrations containing 2,150 characters were analyzed through Harper's Framework of Gender Stereotypes in Children's Literature. The findings reveal that male characters outnumber female characters (54.3% vs. 45.7%) and are more frequently portrayed in diverse occupations, leadership positions, sports, and public activities. Traditional gender stereotypes accounted for 50.6% of all illustrations, whereas gender-sensitive (27.2%), gender-restrictive (19.3%), and gender-neutral (2.9%) representations were considerably less frequent. The study also identifies an invisible gender barrier, characterized by the implicit visual segregation of boys and girls within shared educational settings. By integrating Harper's Framework with Hidden Curriculum, Social Role Theory, and Critical Pedagogy, this study extends current scholarship on gender representation. It offers a new conceptual perspective for advancing inclusive textbook development and equitable English language education.
Co-Authors Ahmad Syairofi Ladawan Longsoh Setyo Utami Ulya Maulani Subhan