Gender representation in learning materials has received considerable attention as it influences students’ gender role development. According to cognitive social learning theory and cultivation theory, unbalanced gender representation in learning materials does not provide students with a gender-inclusive perspective and can limit their career aspirations. This paper discussed three common forms of unbalanced representation identified by scholars: quantitative imbalance, gender-stereotyped images, and an underpinning of male-dominated views. These were then used to construct a conceptual framework for examining gender representation in learning materials of learning materials of visual arts. Examples were given to demonstrate how the proposed conceptual framework could be applied. This was followed by implications for visual arts education followed, and suggestions for promoting gender equality in art education were also made.