View in EDS

Perceived Gender-Based Challenges Endured by Zimbabwean Secondary School Girls in Their Academic and Occupational Prospects

Saved in:
Bibliographic Details
Title: Perceived Gender-Based Challenges Endured by Zimbabwean Secondary School Girls in Their Academic and Occupational Prospects
Language: English
Authors: Mutekwe, Edmore, Modiba, Maropeng
Source: Perspectives in Education. Mar 2013 31(1):20-29.
Availability: Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Peer Reviewed: Y
Page Count: 10
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Females, Intervention, Foreign Countries, Career Choice, Teacher Attitudes, Focus Groups, Sex Stereotypes, Qualitative Research, Student Attitudes, Gender Differences, Expectation, Case Studies, Interviews, Hidden Curriculum, Sex Role, Academic Achievement, Occupational Aspiration, Secondary School Students
Geographic Terms: Zimbabwe
ISSN: 0258-2236
Abstract: This study explores and unmasks factors in the Zimbabwean school curricula that predispose or channel girls into particular occupational trajectories, in particular occupations or careers traditionally stereotyped as feminine. As a qualitative research study of the culture of the schooling system within this country, it employs the views of a sample size of 20 Sixth Form girls who were purposively selected. The study also examines the impact of the pupils' gender and their teacher attitudes and expectations towards them as girls on their resultant career trajectories. The design adopted is an exploratory case study that utilises the focus group interview for data collection from four secondary schools conveniently sampled from the Ngezi District of Zimbabwe. The study establishes that as part of the hidden culture and curriculum, teachers' perceptions, attitudes and expectations of pupils' gender roles exert a significant influence on their academic achievement and career aspirations. This study concludes that effective intervention strategies are an imperative if the Zimbabwean school curriculum is to be made gender-sensitive.
Abstractor: As Provided
Number of References: 27
Entry Date: 2013
Access URL: https://www.perspectives-in-education.com/ViewPublication.aspx?PublicationID=18
Accession Number: EJ1004413
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1004413
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Perceived Gender-Based Challenges Endured by Zimbabwean Secondary School Girls in Their Academic and Occupational Prospects
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mutekwe%2C+Edmore%22">Mutekwe, Edmore</searchLink><br /><searchLink fieldCode="AR" term="%22Modiba%2C+Maropeng%22">Modiba, Maropeng</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Perspectives+in+Education%22"><i>Perspectives in Education</i></searchLink>. Mar 2013 31(1):20-29.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2013
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Hidden+Curriculum%22">Hidden Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Role%22">Sex Role</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Aspiration%22">Occupational Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Zimbabwe%22">Zimbabwe</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0258-2236
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores and unmasks factors in the Zimbabwean school curricula that predispose or channel girls into particular occupational trajectories, in particular occupations or careers traditionally stereotyped as feminine. As a qualitative research study of the culture of the schooling system within this country, it employs the views of a sample size of 20 Sixth Form girls who were purposively selected. The study also examines the impact of the pupils' gender and their teacher attitudes and expectations towards them as girls on their resultant career trajectories. The design adopted is an exploratory case study that utilises the focus group interview for data collection from four secondary schools conveniently sampled from the Ngezi District of Zimbabwe. The study establishes that as part of the hidden culture and curriculum, teachers' perceptions, attitudes and expectations of pupils' gender roles exert a significant influence on their academic achievement and career aspirations. This study concludes that effective intervention strategies are an imperative if the Zimbabwean school curriculum is to be made gender-sensitive.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 27
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2013
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://www.perspectives-in-education.com/ViewPublication.aspx?PublicationID=18" linkWindow="_blank">http://www.perspectives-in-education.com/ViewPublication.aspx?PublicationID=18</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1004413
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1004413
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 20
    Subjects:
      – SubjectFull: Females
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Career Choice
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Sex Stereotypes
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Hidden Curriculum
        Type: general
      – SubjectFull: Sex Role
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Occupational Aspiration
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Zimbabwe
        Type: general
    Titles:
      – TitleFull: Perceived Gender-Based Challenges Endured by Zimbabwean Secondary School Girls in Their Academic and Occupational Prospects
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mutekwe, Edmore
      – PersonEntity:
          Name:
            NameFull: Modiba, Maropeng
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2013
          Identifiers:
            – Type: issn-print
              Value: 0258-2236
          Numbering:
            – Type: volume
              Value: 31
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Perspectives in Education
              Type: main
ResultId 1