Theoretical Implications of Gendered Subject Selection and Participation in Zimbabwean A-Level Schools: A Case of Masvingo District

Abstract

This study examines gendered subject selection and participation in Zimbabwean A Level education through the lens of James Lull’s Theory of Gendered Hegemony (TGH). Its objectives were to: distinguish male and female learners’ subject perceptions; consider the influence of gender stereotypes on subject selection; review schools’ attempts to address gender imbalances; examine how learners’ gendered perceptions influence their participation; and suggest curriculum strategies for improving gender equity. While TGH highlights how cultural hegemony, media representation and ideological control reinforce traditional gender roles in education; the current study goes further by analysing empirical findings from Zimbabwean schools. Two purposively identified schools participated for an embedded case study involving gender-balanced cohorts of twelve learners per school, as well as five teachers. After conducting learner Focus Group Discussions (FGDs), one-on-one teachers’ interviews and document analysis, the study introduces the Gender Dynamics Framework (GDF) as a real-world model emerging from field data. GDF identifies learner-centred dynamics, societal influences, teacher interactions and resource availability as key elements in shaping gender disparities. This framework offers a transformative approach to fostering gender-equitable learning environments, an approach that updates TGH postulated by Lull in 2011.