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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    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.
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    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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    Girls' passivity in the classroom
    (2023) Ngom, Moussa
    Context: This study was conducted at a secondary school in Mbouma, Kaolack region, Senegal, where the researcher observed a concerning lack of participation among female students in Grade 4. The passivity of girls in the classroom was attributed to cultural and religious beliefs that discourage female assertiveness in public settings, including the classroom. This issue prompted the researcher to investigate the reasons behind this passivity and to explore strategies to increase female students' engagement in classroom activities. Aims: The main objective of the study was to understand the reasons behind the low participation of female students in classroom activities and to develop strategies that could encourage them to engage more actively. The study aimed to create a more inclusive classroom environment where both male and female students could participate equally, thereby improving learning outcomes for all. Methods: The researcher used multiple data collection tools, including a journal to record classroom observations, a questionnaire for 12 female students to gather their opinions on participation, and interviews with colleagues to understand their perspectives. Additionally, classroom observations were conducted by a colleague to evaluate the extent of female participation and to provide external insights into the issue. These methods aimed to provide a comprehensive understanding of the factors contributing to girls' passivity in the classroom. Findings: The study found that female students were often passive, preferring to work alone and avoiding group activities. This was due to a lack of confidence and unfamiliarity with collaborative work. The girls rarely volunteered to speak or participate in class discussions. The researcher's colleagues confirmed that this passivity was a long-standing issue, partially due to traditional gender roles. However, after implementing an action plan that included mixed-gender group work and lessons on gender equality, there was a noticeable increase in the girls' participation and confidence. Implications: The findings suggest that creating an inclusive and supportive classroom environment can significantly improve female students' engagement. Teachers might consider using gender-sensitive topics and collaborative activities to foster a sense of equality and encourage all students to participate. Consistent practice in group settings can help build confidence among female students, allowing them to become more active participants in their learning process.
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    Learning about gender biases through online discussions on WhatsApp
    (2023) Ojerinde, Olatunde
    Context: This study was conducted in a teacher education setting at Sikiru Adetona College of Education, Science and Technology in Ogun state, Nigeria. The context arose from the need to adapt to online learning during the pandemic and prepare future teachers to navigate gender biases in a highly gendered society. The use of WhatsApp as a teaching tool became a focal point due to its accessibility and low data usage, and the research explored gender differences in students' attitudes towards learning English on this platform. Aims: The research aimed to examine the attitudes of male and female teacher-trainees towards learning English via WhatsApp and to assess their understanding of gender biases. It sought to explore the students' preferences for learning English online versus face-to-face, their engagement patterns, and to identify any differences in gender awareness among them. The study also aimed to encourage future teachers to reflect on gender issues as they prepare for their teaching careers. Methods: A mixed-methods approach was used, including questionnaires administered to 100 students from a larger cohort of 250, classroom observations, and input from colleagues. The study included both male and female students aged 15 to 22 from various schools within the college. An action plan was also implemented to increase male students' participation and introduce gender discourse through targeted WhatsApp sessions over three weeks. Findings: The study found minimal differences between male and female students' attitudes towards learning English on WhatsApp, with both genders expressing a preference for the platform due to its multimodal features. However, female students were generally more active, participating more frequently in discussions and using both text and voice notes, while male students engaged less actively unless explicitly instructed. Additionally, the study revealed a lack of gender awareness among students, which improved after the gender-focused action phase. Implications: The findings suggest that teacher educators might consider integrating explicit instructions and targeted activities to engage all students actively, particularly in online settings. The use of platforms like WhatsApp can facilitate multimodal learning, but deliberate efforts may be required to ensure equitable participation. Moreover, introducing gender education in teacher training programs could enhance future teachers' awareness and sensitivity to gender biases, potentially influencing their classroom practices.
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    Gender differences in a selected Year 9 recommended English textbook
    (2023) Lawal, Hammed Olalekan
    Context: The study examines gender representation in a Year 9 English textbook used at Vera Grace College, Lagos, where the author observed gender biases and stereotypes that potentially influenced students' perceptions of career choices and domestic roles. The context is a diverse classroom with students from various socio-cultural and religious backgrounds. Aims: The main aim of the study was to explore and understand the presence and impact of gender differences in the selected English textbook on Year 9 students' perceptions. The research specifically sought to uncover whether the textbook influenced students' choices of careers, domestic roles, and games, and to evaluate the effectiveness of implementing gender-neutral teaching strategies in altering these perceptions. Methods: The study employed a mixed-methods approach, combining qualitative and quantitative data. It involved the use of reflective journals, close-ended questionnaires, essay tests, and textbook analysis. To address the identified gender biases, the researcher implemented a series of action plans over four weeks, which included designing gender-neutral instructional materials, engaging students in balanced activities, inviting resource persons from various professions, and conducting interviews and questionnaires before and after the interventions to assess changes in perceptions. Findings: The study revealed that the textbook in question portrayed careers and activities in a gender-biased manner, leading to stereotypical perceptions among students. For instance, male students predominantly chose careers like engineering and law, while female students preferred nurturing roles like nursing. Post-intervention, the students showed improved understanding and acceptance of gender-neutral career options and roles. The interventions positively influenced the students, as all participants recognized that nursing could be a profession for both males and females, and they began to see sports and domestic chores as gender-neutral. Implications: The study suggests that teachers might benefit from being vigilant about the gender biases present in textbooks and should consider using supplementary gender-neutral resources. Individual teachers could use similar intervention strategies, such as gender-neutral materials and inviting diverse role models, to challenge gender stereotypes in their classrooms. This could potentially broaden students' perspectives on career choices and roles beyond traditional gender expectations.