Through real-world applications and illustrations of concepts for diverse disciplines, textbooks have the unique capacity to provide glimpses of industry norms, including biases that may be present, defining the people, values, concepts, and skills that are regarded legitimate in a discipline (Becker & Nilsson, 2021). Researchers identified and examined sex and race inside secondary agriculture education textbooks from the biggest US textbook publishers using a cross-sectional descriptive survey and social semiotics. 34,161 pages, 4,603 images, and 585 case studies from 58 textbooks were reviewed by the researchers. As it comes to enrollment in public schools, students of color now taking secondary agricultural education courses do not perceive themselves reflected in agriculture texts. There aren't many women working in any of the disciplines related to agriculture. The textbooks' glaring lack of diversity and representation could be misunderstood by female and BIPOC students studying agriculture in secondary schools. It is necessary to conduct more study on the intersectionality of racial and gender representation in secondary agriculture textbooks as well as gender nonconformities and colorism.