Objective: As in all areas of life, there are inequalities between individuals in the field of medical education. The way to eliminate these inequalities is to eliminate those who produce inequalities, but questioning inequalities is also an important step. The aim of this study is to reveal what extent sexist and racist approaches are used in anatomy education with or without awareness. Methods: In order to reveal sexist and racist approaches in anatomy education, the figures in 3 anatomy atlases and 3 textbookswritten in English, which are widely used, were evaluated. The figures in these textbooks whose sex and skin color were evident, were examined by 2 observers and the phenotypic characteristics of the people in these figures were evaluated. Results: Within the scope of this study, more than 1500 figures and drawings were analyzed in terms of "sex" and "race". Most of the figures in these books and atlases had the phenotypic characteristics of "western", "white" and "male". The number of "non-white" and "non-male" figures was less than 3%. Conclusion: According to the observed data, it was found that the most frequently used sources in anatomy education were overwhelmingly dominated by "western", "white" and "male" figures. We think that this situation may lead to the problem of misinterpretation of "norms" in the education of individuals, and that it is important to creating awareness with public resources to change this situation. [ABSTRACT FROM AUTHOR]