Girls' career choices as a product of a gendered school curriculum: the Zimbabwean example
The unequal distribution of boys and girls in certain subjects studied at school and its consequent unequal distribution of men and women in the occupational structure suggest some failure by schools and teachers to institute adequate measures to ensure learning equity. In this study we sought to un...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Education Association of South Africa
2012-01-01
|
| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002012000300005 |
| _version_ | 1818585277784915968 |
|---|---|
| author | Edmore Mutekwe Maropeng Modiba |
| author_facet | Edmore Mutekwe Maropeng Modiba |
| author_sort | Edmore Mutekwe |
| collection | DOAJ |
| description | The unequal distribution of boys and girls in certain subjects studied at school and its consequent unequal distribution of men and women in the occupational structure suggest some failure by schools and teachers to institute adequate measures to ensure learning equity. In this study we sought to unmask factors in the Zimbabwean school curriculum that orient girls into not only pursuing different subjects at school, but also following careers in fields traditionally stereotyped as feminine. The study was qualitative and utilized an exploratory case study as the design genre. Data were collected through classroom and extra-curricular observations and focus group discussion sessions (FGDS) with girl pupils. A sample size of 40 participants comprising 20 sixth form school girls and 20 teachers was used. These were purposively sampledfrom four schools. To analyse data we used simple discourse analyses. The main findings of this study were that gender role stereotypes and the patriarchal ideology communicated through the hidden curriculum reflected teachers' attitudes and influence that contributed to girls' career aspirations and choices. |
| first_indexed | 2024-12-16T08:34:31Z |
| format | Article |
| id | doaj.art-abb14ab8fa4349fea0ebcbefc62c28bf |
| institution | Directory Open Access Journal |
| issn | 0256-0100 2076-3433 |
| language | English |
| last_indexed | 2024-12-16T08:34:31Z |
| publishDate | 2012-01-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-abb14ab8fa4349fea0ebcbefc62c28bf2022-12-21T22:37:48ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332012-01-01323279292Girls' career choices as a product of a gendered school curriculum: the Zimbabwean exampleEdmore MutekweMaropeng ModibaThe unequal distribution of boys and girls in certain subjects studied at school and its consequent unequal distribution of men and women in the occupational structure suggest some failure by schools and teachers to institute adequate measures to ensure learning equity. In this study we sought to unmask factors in the Zimbabwean school curriculum that orient girls into not only pursuing different subjects at school, but also following careers in fields traditionally stereotyped as feminine. The study was qualitative and utilized an exploratory case study as the design genre. Data were collected through classroom and extra-curricular observations and focus group discussion sessions (FGDS) with girl pupils. A sample size of 40 participants comprising 20 sixth form school girls and 20 teachers was used. These were purposively sampledfrom four schools. To analyse data we used simple discourse analyses. The main findings of this study were that gender role stereotypes and the patriarchal ideology communicated through the hidden curriculum reflected teachers' attitudes and influence that contributed to girls' career aspirations and choices.http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002012000300005career-aspirationschoicegender-typinggirlshidden-curriculumideologylearning-equityoccupationpatriarchyZimbabwe |
| spellingShingle | Edmore Mutekwe Maropeng Modiba Girls' career choices as a product of a gendered school curriculum: the Zimbabwean example South African Journal of Education career-aspirations choice gender-typing girls hidden-curriculum ideology learning-equity occupation patriarchy Zimbabwe |
| title | Girls' career choices as a product of a gendered school curriculum: the Zimbabwean example |
| title_full | Girls' career choices as a product of a gendered school curriculum: the Zimbabwean example |
| title_fullStr | Girls' career choices as a product of a gendered school curriculum: the Zimbabwean example |
| title_full_unstemmed | Girls' career choices as a product of a gendered school curriculum: the Zimbabwean example |
| title_short | Girls' career choices as a product of a gendered school curriculum: the Zimbabwean example |
| title_sort | girls career choices as a product of a gendered school curriculum the zimbabwean example |
| topic | career-aspirations choice gender-typing girls hidden-curriculum ideology learning-equity occupation patriarchy Zimbabwe |
| url | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002012000300005 |
| work_keys_str_mv | AT edmoremutekwe girlscareerchoicesasaproductofagenderedschoolcurriculumthezimbabweanexample AT maropengmodiba girlscareerchoicesasaproductofagenderedschoolcurriculumthezimbabweanexample |