Gender Representation in Punjab Textbook Board's Intermediate English Textbook: A Corpus-Based Study

Abstract

This study evaluated gender representation in the Intermediate-Level English Language Textbook published by the Punjab Textbook Board (PTB) in 2025, utilizing a corpus-based method. It aims to explore if gendered language upholds traditional gender roles, focusing on the frequency and distribution of gendered nouns, pronouns, and titles, analyzing concordance patterns for male and female characters, and assessing how these linguistic choices reveal underlying gender ideologies. The methodology involved compiling a corpus from the PTB Intermediate-Level English Textbook and analyzing it through both quantitative and qualitative techniques. Quantitative analysis calculated the frequency of gendered nouns, pronouns, and titles, while qualitative analysis examined concordance patterns to reveal how male and female characters were represented. The results showed a clear imbalance in gender representation. Male figures were more frequently represented and predominantly associated with active, dominant, and authoritative roles, whereas female representation was limited and largely confined to stereotypical or subordinate roles. Concordance patterns indicated that the textbook reinforced traditional gender roles, with masculinity linked to power and activity and femininity to restriction and support. These findings suggest that the textbook subtly reinforced gender biases and highlight the need for critical revision of educational materials to ensure more equitable and inclusive portrayals of gender.