Not only in Pakistan but in most of the other countries of the world, in spite of increase in educational enrollment, uncompromising and inflexible gender norms indicating the stereotypical roles of men and women contribute to the presence of gender inequalities in society. The embedment of educational systems in a society is according to the broader social context of that society, in this way an educational system highlights the gender inequalities that exist in that society. The structure of schooling, content of textbooks, classrooms, curricular choices, discipline practices and distribution of teachers and administrators on the basis of sex, show differential and harmful social standards about the roles and opportunities for males and females. The purpose of this research was to understand how gender and the stereotypical roles of gender are represented in the English text books of B.A. This study used mixed method approach and involved in the Content Analysis. Two English textbooks of B.A. were taken as a sample to investigate the phenomenon of gender representation. This study revealed the roles of men and women, assigned to them by society. The study found that in textbooks females are shown mostly in home settings. Furthermore, there is a wider variety of occupational roles of men than of women. In a nutshell, the gender analysis of text books has showed that the representation of males and females in text books is gender biased as it was indicated and that this discrimination can be transmitted to the college learners. Therefore it is necessary that essential measures must be taken in the selection and the composition of textbooks.
Shazia Maheen, Dr. Muhammad Arfan Lodhi, Sabahat Anwar. Gender analysis of English textbooks taught at graduate level in the constituent colleges of islamia university Bahawalpur. Int. J. Humanit. Educ. Res. 2019;1(1):27-35.