In South Africa, at least 40% of all students drop out of school before completing grade 12. Girls make up the majority of this group. The reasons for this alarming drop-out rate include cultural and societal expectations, pregnancy, and hygiene and health challenges. And, according to Joseina Ramgareeb, Deputy Principal at Centennial Schools, while there is no quick fix for the poverty that creates many of these challenges, it is up to educators to change perceptions and challenge gender biases, with the ultimate aim of creating a more equal society in which female students thrive and future female leaders compound the progress being made towards gender equity.
“Gender stereotypes are ingrained into us from an early age, and the language and imagery historically used in classrooms presents different behaviours, capabilities and aspirations for boys than it does for young women. As educators, we have a responsibility to develop and teach inclusive material, and to show our students, both girls and boys, that women are not ‘less’.”
Elzanne Hlekani, who teaches Afrikaans, business studies and tourism at Centennial Schools, says that a future generation of powerful women can be built in the classroom. “The beliefs we instil in our young girls mould the women they become. It is critical that female students are encouraged to explore their interests, realise their capabilities, and overcome traditional limitations.”
Another bias that needs to be changed is inherent in school leadership. The World Bank reports that, while gender parity among the primary teaching workforce in sub-Saharan Africa has almost been achieved (with female teachers accounting for 47% of this sector), women struggle to reach school leadership positions. In some countries ratios are as low as one woman for every 10 men – and this is despite the gender of teachers as a means to influence girls’ education and aspirations having been central to education development policies over the last decade.
In South Africa, parity in education does not seem to be a priority, with the new Basic Education Minister Siviwe Gwarube having announced her intention to focus on the curriculum to address sub-par literacy and numeracy skills. Gwarube’s focus when it comes to educators is on upskilling, and upgrading infrastructure.
While not down-playing these critical reforms, Ramgareeb notes that it is equally critical to address gender norms in the recruitment, training, remuneration, career development, and working conditions of female teachers, so that they can advance into leadership positions where they can not only drive further change, but also be seen as role models by all students.
In addition, Ramgareeb believes that promoting gender sensitivity training at both student- and educator-level, and fostering an equitable classroom culture that dismantles stereotypes and empowers all learners, are paramount. “Future-forward schools are bridging the gaps between how male and female students are treated, and are attentive to the needs of their female students.”
