This study critically investigates gender representation in Indonesian high school English as a Foreign Language (EFL) textbooks, explicitly focusing on the portrayal of gender in visual representations. The research aims to expose implicit and explicit gender stereotypes within two Ministry of Education-approved textbooks: Work in Progress (Grade X) and English for Change (Grade XI). The study utilizes a mixed-methods approach, combining Critical Feminist Discourse Analysis (CFDA) and quantitative content analysis to examine the textbooks’ content. Data collection involves analyzing visual depictions in the books, focusing on gender distribution and the roles attributed to each gender. Data analysis is conducted through thematic analysis and visual analysis techniques. The findings reveal a significant gender imbalance in visual representations, with males comprising 63% of the total depictions and predominantly occupying professional, athletic, and leadership roles. In contrast, females, accounting for only 37% of the visual representations, are more often depicted in domestic, supportive, or relational contexts. Additionally, visual style reinforces gender bias, as males are typically shown in authoritative full-body images, whereas females appear in more personal half-body depictions. Thematic analysis aligns with traditional gender stereotypes, associating males with assertiveness, dominance, and public roles, while females are linked to nurturing, emotional warmth, and private spheres. The study’s contributions advocate for gender-sensitive standards in textbook creation to ensure diverse and equitable gender representations. It emphasizes the importance of mixed and varied gender depictions to challenge conventional stereotypes. The research suggests that policymakers, curriculum designers, and educators must collaborate to integrate gender-sensitive practices into textbook development, fostering critical thinking, inclusivity, and gender equity in the classroom.
