Exploring Gender in the African Classroom

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/744

Sustainable Development Goal (SDG) 4 on quality education sets a powerful framework for ensuring that educational policies and processes are responsive to the diverse learning needs of girls and boys. This is in recognition of the pivotal role that educational institutions and processes play in setting and enhancing the expectations, opportunities and choices open to girls and boys. In addition, education has the potential to be a space where restrictive gender norms can be challenged and where it is possible to create an enabling environment for girls and boys to achieve their full potential. However, without an intentional focus to understand and address barriers to quality teaching and learning, educational institutions and processes can recreate and replicate inequalities, especially those based on gender differences.

As part of the English Connects Action Research (ECAR) programme, the British Council designed a training and mentoring programme for teachers to carry out their own classroom research, specifically on issues related to gender education. This year, the programme involved local teachers acting as mentors for their peers. Thus, three teacher-researchers from Nigeria, Sudan and Ethiopia who participated in the programme in the previous year worked as near-peer mentors for their colleagues, supporting them to carry out their research projects based on their own research experience.

The English Connects Action Research programme in Gender Education supported four selected English language teachers in each of the participating countries, namely Ethiopia, Sudan, Nigeria and Senegal, to gather insights into the gender issues impacting on teaching and learning in their classrooms. The research findings published in this report show the nuanced and multidimensional issues that selected teachers grapple with as they work to build gender-responsive and inclusive teaching and learning environments.

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Now showing 1 - 5 of 12

Increasing the participation of female students in speaking class
(2023) Getu, Benyam
Context: The study was conducted at Dilachen General Secondary School in Addis Ketema, Addis Ababa, Ethiopia, focusing on the participation of female students in speaking lessons. The school serves around 2,400 students from Grades 9 to 12, with the study focusing on 50 Grade-12 students, aged 17 to 19. Despite their academic achievements, female students showed reluctance to participate in speaking activities, which are essential for mastering English as a Foreign Language. Aims: The research aimed to identify the reasons behind the poor participation of female students in speaking classes, despite their strong performance in other areas. It sought to explore their preferred speaking activities, their behaviour in speaking lessons, and the challenges they face. The broader aim was to find effective strategies to improve their participation and to motivate other teachers to engage in similar research to address classroom issues. Methods: Data were collected using a questionnaire to capture female students' preferences and difficulties in speaking activities, reflective journals to document the teacher's observations and feelings about the issue, and peer observations to provide an external perspective on student participation. An eight-week action plan was then implemented, which included pre-teaching vocabulary, using visual aids, and creating vocabulary notebooks to build students' confidence and familiarity with speaking topics. Findings: The study found that the main barriers to female students' participation were a lack of vocabulary, fear of making mistakes, and low self-confidence. They preferred discussion-based activities but were hesitant in more formal settings like presentations. The action plan, which emphasized vocabulary building and visual aids, resulted in increased participation, with female students showing improved confidence and a greater willingness to speak in class. Implications: This study demonstrates that pre-teaching vocabulary and creating a supportive environment can enhance female students p'articipation in speaking activities. Teachers facing similar challenges might benefit from adopting these strategies to support students who struggle with speaking due to confidence or language barriers. The study also highlights the value of practitioner research in understanding and solving classroom issues.
Improving female students' performance in fourth grade
(2023) Diouf, Babacar Gueye
Context: This study was conducted in a rural junior high school in Mbam, Senegal, where the author noticed a significant decline in participation and motivation among female students in Grade 4. Despite being engaged in earlier grades, many female students ceased participating actively in class discussions, leading to concerns about their academic performance and retention in school. Aims: The primary aim of the study was to identify the factors contributing to the reduced participation of female students in Grade 4 and to implement strategies to improve their motivation and academic performance. The author sought to create a more inclusive and supportive classroom environment that would encourage these students to re-engage in their education. Methods: The author employed several methods to gather data, including reflective journals, focus group interviews with 26 female students, and interviews with colleagues. These methods provided insights into the students' perceptions of their academic performance, the challenges they faced, and the attitudes of their teachers. An action plan was then implemented, which included co-teaching with selected female students, interactive lessons, games, and debates on gender-related topics. Findings: The study revealed that female students' participation was hindered by a lack of confidence, fear of ridicule from male peers, and limited support from home due to cultural norms and household responsibilities. Interactive activities such as co-teaching, games, and debates significantly improved their engagement and confidence. Female students showed increased motivation and willingness to participate in class, especially when they could compete successfully with male students. Implications: This study suggests that providing varied, interactive learning activities and addressing cultural and social barriers can enhance female students' participation and motivation. Teachers may benefit from incorporating such strategies in their classrooms, especially in contexts where cultural expectations limit female students' engagement. Co-teaching and peer support can be particularly effective in building confidence among female students.
Female students' participation in classroom activities
(2023) Tounkara, Issa Tidiane
Context: This study was conducted in a high school in Sakal, a small village in the Louga region of Senegal, where the author has been teaching English for 12 years. The unique context of the school includes a relatively high number of female students compared to other schools in the country, which is a result of government policies promoting girls' education. Despite their numbers, female students show limited participation in classroom activities, influenced by cultural and religious norms that discourage female-male interaction. Aims: The study aimed to explore the reasons behind the low participation of female students in classroom activities and to identify strategies that could enhance their engagement. The author sought to understand his own perceptions, the preferences of female students regarding classroom activities, and the views of his colleagues on the issue. Methods: Three data collection methods were employed: reflective journals to capture the author's own thoughts and teaching practices, focus group interviews with female students to gather their perspectives, and interviews with colleagues to gain insights into their observations and approaches towards female students' participation. An action plan was then implemented, incorporating the think-pair-share strategy using reading materials focused on a Senegalese female role model. Findings: The study found that female students' low participation was linked to a lack of self-confidence, fear of being mocked by male classmates, and insufficient vocabulary. The think-pair-share strategy proved effective in increasing their participation. Female students felt more comfortable and motivated when working in groups, which boosted their self-confidence and willingness to speak up in class. The strategy helped them overcome the fear of making mistakes and made them more eager to participate. Implications: The findings suggest that teachers who are attentive to the specific needs of female students and who implement inclusive strategies like think-pair-share can foster a more engaging classroom environment. This approach may be particularly beneficial in contexts where cultural norms impact female students' participation. Other teachers could consider adapting similar strategies to encourage greater involvement from all students.
Choice of learning resources and its influence on inclusive gender education
(2023) Ishaya, Ibrahim
Context: This study was conducted in a girls' secondary school in Zonkwa, Kaduna State, Nigeria, focusing on Senior Secondary III students. The teaching context reflects a society where gender roles are traditionally defined, with girls often relegated to domestic duties. The researcher observed that many learning resources used in the classroom reinforced these stereotypes, presenting males in professional roles and females in less prestigious roles. This disparity raised concerns about its impact on female students' participation and aspirations. Aims: The study aimed to investigate how gender is portrayed in classroom learning resources and how these portrayals influence student participation and perceptions of gender roles. Specifically, it sought to understand students' and teachers' views on the use of these resources and their impact on female students' engagement and career aspirations. The researcher aimed to use this understanding to promote more inclusive and motivating learning experiences for female students. Methods: The researcher utilized structured questionnaires and focus group discussions to collect data. Ten students (five male and five female) were surveyed to gauge their perceptions of gender representation in classroom resources. Additionally, a focus group with eight students and a separate one with colleagues were conducted to gather deeper insights into the impact of these resources on students' engagement and views on gender roles. The study also involved analysing existing learning resources to assess their portrayal of gender. Findings: The study revealed that most learning resources, such as textbooks and charts, predominantly depicted males in prestigious roles like engineers and doctors, while females were shown in domestic or less influential roles. This biased representation affected female students' participation and lowered their confidence. After introducing gender-balanced resources and incorporating activities like mixed-gender group work and role-playing, there was a noticeable increase in female students' participation and a broader understanding of gender roles among all students. Implications: This study suggests that using gender-inclusive learning resources can enhance female students' participation and aspirations. Teachers may benefit from evaluating and selecting resources that portray both genders equally in various professional roles. Activities that encourage collaboration and reflect gender equality can also help change traditional perceptions and foster a more inclusive classroom environment.
Differences in reading fluency of girls and boys in Year 5
(2023) Sadiq, Rasheedat
Context: This study took place at ICICE Al Noor Academy in Abuja, Nigeria, focusing on Year 5 students' reading fluency. The class consisted of 11 female and 8 male learners, all English language learners from an upper-middle-class background. The teacher noticed that while boys showed accuracy in reading, they lacked fluency and expressive skills compared to girls, who were more eager to read aloud. The study aimed to explore these differences and improve reading fluency for all students. Aims: The study aimed to understand the reasons behind the disparity in reading fluency between boys and girls in Year 5. The researcher sought to identify the students' attitudes towards reading, compare the experiences of colleagues, and refine teaching practices to make reading more engaging for both genders. An additional goal was to develop strategies that could enhance boys' confidence and fluency in reading. Methods: The researcher employed several methods for data collection: a reflective journal, a focus group interview with seven English teachers, and questionnaires for the students. The reflective journal helped document expectations and observations. The focus group provided insights into whether other teachers observed similar patterns. Questionnaires collected students' feelings about reading and their suggestions for improvement. This multi-faceted approach aimed to gather comprehensive data on the reading habits and attitudes of both genders. Findings: The study found that girls were more comfortable and expressive when reading aloud compared to boys, who often felt nervous or shy. The girls also engaged more frequently with reading materials outside of school. Colleagues' observations confirmed that girls generally showed more confidence in reading. The disparity in reading fluency was linked not to skill differences but to a lack of confidence among the boys. Implementing strategies like modelling fluent reading, introducing guiding questions, and pairing students of different genders helped improve fluency and confidence over a four-week period. Implications: Teachers may consider incorporating varied reading strategies and pairing activities to enhance engagement and fluency among students. Encouraging mixed-gender collaboration and giving students a voice in their learning can also improve confidence and reduce gender disparities in reading skills. Teachers should monitor group dynamics to ensure equal participation.

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