Gender Representations in the Textbooks of Teaching Persian to non- Persian Speakers: A Case Study of " Let's Learn Persian" (Volumes 2 and 3)

Language textbooks, either designed for first language learners or second language learners, are considered powerful instruments in conveying and reflecting the values, beliefs, attitudes, and stereotypes of their own authors toward issues such as gender. Therefore, the language textbooks are usually designed in a way to equally represent both the males and females. The present study investigated the extent and types of gender bias in Persian language textbooks titled “Let’s Learn Persian” (Volumes 2 and 3) taught at intermediate level to the speakers of other languages. Sexist language was examined both quantitatively and qualitatively in four categories of representation, firstness in expression, firstness in occupation and firstness in activity type. The results showed that the textbooks were significantly unbalanced in gender representation and that the number of women in the four categories was below expectations. Only in traditional roles, the presense of women was emphasized. The findings of the study reiterate the fact that the Persian language teaching curriculum needs to be seriously examined in terms of gender representations.