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In recent years, gender-biased discourse has been one of the most studied phenomena in critical discourse analysis. In the Muslim and Arab contexts, most studies show that the depiction of women in textbooks is declining. This paper looks at the representation of women in the Mauritanian context by analysing four secondary school English textbooks. Because textbooks can be a site for cultural and political discourse, the study seeks to find out whether the Mauritanian government’s Pedagogic Institute’s goal of achieving equality between all components of the Mauritanian society is achieved for women in the textbooks. The study tries to explain gender bias by referring to societal views as well government policies regarding women. Bias against women is investigated using Norman Fairclough’s Three-Dimensional Model. The results of the study have shown biased portrayal of women in the textbooks. Men’s representation dominates women’s in most activities while women are more frequently represented only in domestic activities. It was further shown that, although government policies seem to support women’s empowerment, society’s views of women remain stereotypical which might explain their representation. More equal representationneeds to be sought so that textbook content goes in line with the government’s policies of empowering women.

An investigation of gender bias in Mauritanian secondary schools English textbooks: towards more equal representation