Despite some cultures worshipping women as goddesses, they are in reality not treated equally as they deserve. This is because of the common stereotypical images as nurturers albeit they are dispersed in different socioeconomic fields. In Malaysia, the content in textbooks is among the factors that lead up to the aforementioned situation. Academics argue that textbooks serve as a staple in teaching and learning since it reflects the formal curriculum which starts at a young age. At the same time, it is also arguable that textbooks also make a useful tool that indoctrinates gender stereotypes. The twenty-first century sees the appropriateness of textbooks as a sustainable resource that caters to cultural transmission namely gender stereotypes and gender roles. Therefore, this paper explored the gender roles bestowed to women in ESL textbooks based on reviews in previous literature and the changes in gender roles of women portrayed in textbooks throughout the years. To achieve the objectives, this study qualitatively analysed 25 journal articles using the Critical Discourse Analysis method to discuss the gender roles of women in ESL textbooks globally from 2017 until 2022. Journal articles were selected using PRISMA’s four phases of journal articles selection across two databases: Google Scholar and The Education Resources Information Centre (ERIC). This review revealed that in the most part, women were stereotypically portrayed as doing chores and performing domestic roles while being underrepresented in occupational roles and social activities. Along with that, throughout the years, the women’s roles in textbooks did not undergo a tremendous transformation despite the development women have actually achieved globally.
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