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Earlier research shows evidence that students of all ages and school levels benefit greatly from being able to relate to content that is familiar in some way, either by gender, age, ethnicity, class or other factors. This thesis is a small contribution to the critical research that has been and is being conducted on study books and learning materials used in second language classrooms. Based on studies from Swedish J. Mattlar (2008) and Sri Lankan S. A. Canagarajah (1993) among others, this thesis set out to confirm or question earlier findings that shows how learning materials in second language classrooms tend to lack content that students can relate to and identify with. The focus lies here specifically on the heterogenic classroom of SFI (Svenska för invandrare). Four newer study books (2019-2023) for SFI were selected by recommendations from now working SFI teachers. Specifically, the full-page individual portraits within the different books are analyzed using a quantitative text analysis that identifies and counts the findings of gender, age, class (by means of work or studies) and explicitly named ethnicity. The findings show that these portraits contain very few factors that a student of SFI would be expected to be able to relate to. For example, the age span in the portraits does not include people with the same age average as an SFI student, which according to statistics is 36 years of age. Furthermore, the books do not portray people with similar backgrounds or occupations as a typical student of SFI would have, with very few exceptions. There is also a lack of, with very few exceptions, people with any background other than Swedish. These results correlate to the earlier research in this area and are also discussed in the context of colorblindness and as to what part these books could, or should, play in the second language classrooms of today.