Transforming Rural Female Learners’ under-representation in Advanced Level Science Subjects in Zimbabwe

Abstract

This is a positional paper, which endeavours to indispensably provide an emancipatory view of gender disparity, with a particular focus on rural female learners’ progression in Advanced Level science subjects. This discussion was guided by a framework derived from feminist, and social learning standpoint. The methodological approach used to generate and analyse participants' lived experiences comprised of the transformative paradigm, and qualitative approach. The sample for this study comprised of forty-five purposively participants who were doing sciences and other subjects at Advanced Level. Data was generated the through literature method, focus group discussion and in-depth interviews. Analysis of the sourced data was narrative in nature buttressed by direct citations. From the rural female learners' experiences, it was revealed that appropriate information propagation augments their consciousness about gender issues in their progression in Advanced Level science subjects. Also, researcher noted that there was a need for an evidence-based policymaking process, which acknowledges participants' socio-cultural backgrounds in crafting gender-related policies to promote their progression in Advanced Level science subjects. Hence the need for a policy transformation that enforces gender-neutral approaches to information promulgation with the belief of empowering rural female learners in their progression in Advanced Level science subjects. The conclusion, therefore, is that transformation of rural female learners' mind-sets towards sciences was of utmost value in bridging the gender disparity gaps in their progression in Advanced Level science subjects. As a recommendation, researcher proposes the need for the inculcation of a gender-neutral, and sensitive approach in a bid to transform rural female learners' under-representation circumstances in Advanced Level science subjects.

Gender-related policy guidelines’ impact on rural female students’ participation in sciences at advanced level

“…It can be noted that though the idea of being excluded from the gender policy-making process lingers in their minds, despite the existence of various conventions and policies, researchers agree to a larger extent with findings from studies by various researchers (Chikuvadze, 2020;Ngwenya, 2020) who advanced that instituting pertinent gender policies does not guarantee the marginalized female students' participation in sciences at Advanced Level. Therefore, single-handedly these policies are not enough to authorise rural female students, lest dynamic societal practices strengthen their effective portrayal in sciences at Advanced Level.…”

“…This is so because some of those who are expected to implement these policy guidelines may feel as being side-lined from as early as the designing phases (Ncube, Tshabalala, Mapolisa & Khosa, 2014). This is an indication that in the absence of participants' extensive engagement in policy recognition, it is too easy to ignore imperative hints, bringing about an insincere indulgence in these policy guidelines, including the existence of a gap in their realization (Chikuvadze, 2020;2022). This goes along with Dekeza and Kufakunesu (2017) who illustrated that it is an accepted piece of evidence that there is an aperture about how these guidelines are comprehended and enacted amongst the cities or towns and marginalised areas, with the gap orientated against the latter.…”

“…It is in this context Zimbabwe endorsed a policy position in all spheres of life, i.e., education that supports the empowerment of all students (Chikuvadze, 2022). It is in this context that education was assumed to have an immense contribution towards the elimination of poverty, and ignorance, and spur productivity (Reilly, Neumann & Andrews, 2017).…”

Advances in Research in STEM Education

“…Although the posed research question explored the general views of South Sudanese secondary school teachers, the opinions of this particular-individual teacher would be interesting to know. All the individual opinions of the surveyed 65 secondary school teachers appear as rows of percentages in Table 4; and their overall general views relative to the six [7] questionnaire items or statements appear as columns percentages in learning tools may be either because in South Sudan (being one of the newly emerging developing countries) people including teachers are hungry for education in order to catch up with the rest of the world [36,58,59]; or it could be due to the fact that classroom teachers have often been documented to always-generally show positive attitudes rather than negative opinions toward any research based-evidence, suggestions or new teaching and learning tools [13,49]. This survey appears to imply that if offered any opportunities for professional growths or developments, the average majority of South Sudanese secondary school teachers may focus not only on what to teach (content-wise) but also explore the necessary-related pedagogy factors or dimensions such as the arts and science of how to teach creatively, imaginative, effectively, appropriately and reflectively in the classroom [19,55,56].…”

“…The factors include lack of role models [51][52][53][54], lack of information about sciences, and scientific careers for learners in rural areas [55,56]. Girls' lack of personal efficacy in science careers [57][58][59] attests that female role models can inspire girls to develop an interest in science careers.…”