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

dc.creator	Edmore Mutekwe
dc.creator	Maropeng Modiba
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:33:08Z
dc.date.available	2015-07-20T22:33:08Z
dc.identifier	0256-0100
dc.identifier	2076-3433
dc.identifier	https://doaj.org/article/abb14ab8fa4349fea0ebcbefc62c28bf
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22619
dc.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.
dc.language	English
dc.publisher	Education Association of South Africa (EASA)
dc.relation	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002012000300005
dc.relation	https://doaj.org/toc/0256-0100
dc.relation	https://doaj.org/toc/2076-3433
dc.source	South African Journal of Education, Vol 32, Iss 3, Pp 279-292 (2012)
dc.subject	career-aspirations
dc.subject	choice
dc.subject	gender-typing
dc.subject	girls
dc.subject	hidden-curriculum
dc.subject	ideology
dc.subject	learning-equity
dc.subject	occupation
dc.subject	patriarchy
dc.subject	Zimbabwe
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Girls' career choices as a product of a gendered school curriculum: the Zimbabwean example
dc.type	article