First of all, it is possible to perform a quantitative analysis to make sure there are as many male and female characters portrayed in the textbook. To make this task easier, we adapted a textbook assessment grid from the Centre Hubertine Auclert that you can print and use easily.

Once this quantitative analysis is done, it is crucial to make a qualitative analysis as well. We can use for that purpose the reflection questions proposed by the BAMD, that serve as guidelines without, however, being mandatory (CSF, 2016, p. 29):

1. Characters of both genders are represented in the exercise of a paid work;
2. Paid work is diversified and goes beyond the tasks traditionally associated with one sex or another;
3. Nothing leads to think that the competency of the characters performing a paid work is “natural” for their gender;
4. Characters of both sexes are represented in the performance of a volunteering work or of community tasks;
5. Roles played by boys and girls in the school context are diversified, similar or equivalent;
6. Parental roles are distributed independently from gender;
7. Characters of both sexes perform take care of various household chores and go beyond what is traditionally associated with their gender, without necessarily systematically reversing the roles;
8. Characters of both sexes have equivalent leisure activities and are not limited to the activities traditionally associated with their gender;
9. Themes used in the stories keep characters away from roles traditionally assigned to them;
10. Themes used in the stories value, when appropriate, the contribution of women to various areas;
11. Historical texts presented in textbooks must tend towards an equitable representation of both sexes;
12. Women’s contribution to History must be highlighted or the reasons for their absence from historical texts must be detailed;
13. In contemporary History textbooks, it is important to highlight women’s contribution to History as well as their efforts they’ve deployed for the recognition of their rights;
14. The collection of literary texts presented as study objects must be selected with the intention of ensuring a balance between male and female characters;
15. Expressions and terms that are, nowadays, considered as outdated and offensive are accompanied with a warning that replace them in their historical context.