Girls’ career choices as a product of a gendered school curriculum: the Zimbabwean example.

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dc.contributor.author Mutekwe, Edmore
dc.contributor.author Modiba, Maropeng
dc.date.accessioned 2012-10-16T07:37:24Z
dc.date.available 2012-10-16T07:37:24Z
dc.date.issued 2012
dc.identifier.citation Mutekwe, E.& Modiba, M. 2012. Girls’ career choices as a product of a gendered school curriculum : the Zimbabwean example. South African Journal of Education, 32:279-292. en_US
dc.identifier.issn 0256-0100
dc.identifier.uri http://hdl.handle.net/10210/7863
dc.description.abstract 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 sampled from 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. en_US
dc.language.iso en en_US
dc.publisher Education Association of South Africa en_US
dc.rights Education Association of South Africa, 2012. Available at: http://www.sajournalofeducation.co.za en_US
dc.subject Gender-typing en_US
dc.subject Zimbabwe en_US
dc.subject Girls' career aspirations en_US
dc.subject Girls' career choices en_US
dc.title Girls’ career choices as a product of a gendered school curriculum: the Zimbabwean example. en_US
dc.type Article en_US

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