Promoting gender equality in an Ethiopian classroom

Context: This study was conducted at Dilachin General Secondary School in Addis Ketema, Addis Ababa, Ethiopia, where the author has been teaching biology to Grade-12 students aged 17-18. The school is located in a low socio-economic area, and many students have limited support at home due to their parents' illiteracy. Gender inequality is prevalent in the community, and the author observed that female students were reluctant to participate in classroom activities, feeling uncomfortable interacting with male classmates who often considered themselves superior. Aims: The main aim of the study was to promote gender equality in the classroom by implementing strategies that encourage equal participation from both male and female students. The research sought to understand students' perceptions of gender equality and to explore the effectiveness of various teaching methods in fostering a more inclusive classroom environment. The author also aimed to change the negative attitudes male students held toward their female peers. Methods: The study used focus group discussions, classroom observations, and a reflective journal to gather data. Focus group discussions were conducted with 30 students (15 male and 15 female) to understand their views on gender equality and their experiences in the classroom. A colleague was invited to observe the classroom to note interactions and participation levels. The author also maintained a reflective journal to document thoughts on gender equality and the impact of teaching strategies used in class. Findings: The study revealed that female students felt inferior and were less likely to participate in mixed-gender groups. Male students, on the other hand, were comfortable dominating class discussions. After implementing an action plan that included mixed-group activities and discussions on gender equality, there was a noticeable improvement. Female students participated more confidently in class, and both male and female students reported feeling more comfortable working together. Implications: The findings suggest that actively promoting gender equality and creating a supportive environment can lead to improved participation from all students. Teachers facing similar issues might consider integrating gender awareness activities and mixed-gender group work to foster mutual respect and collaboration among students. The study also highlights the importance of addressing cultural attitudes that contribute to gender inequality in educational settings.

Keywords (free text)

english as a foreign language, gender equality, mixed-gender collaboration, classroom participation, biology education, inclusive teaching, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/766
https://doi.org/10.71779/216

Collections

Exploring Gender in the African Classroom