Education and gender equity: Role of secondary schools in promoting gender equity

Abstract

Gender equity in education continues to be a major issue as schools have a major influence on the values, identities, opportunities and future participation in society of the learners. While significant strides have been made in increasing access to education, gender gap remains evident in curriculum practices, classroom interactions, choice of subjects, leadership opportunities, and institutional cultures. The study focused on the role of the secondary schools in supporting gender equality, particularly in relation to curriculum practices, teachers' involvement, extra-curricular activities and school policies. The study was conducted using Bandura's Social Learning Theory, and Judith Butler's Post-Structural Feminist Theory, which both describe how gender attitudes and behaviours are acquired, reinforced, and challenged in social and institutional environments. Qualitative design of desktop review was used. The sources of data were secondary such as peer-reviewed journal articles, books, policy documents, institutional reports and publications from international organisations like United Nations Educational, Scientific and Cultural Organization (UNESCO), United Nations Children's Fund (UNICEF) and World Bank. Relevant literature was identified by employing the systematic document review approach to search publications from 2000 to 2024. The documents selected for analysis were thematised in order to detect any recurring themes that emerged in the field of gender responsive curriculum/teacher practice/ school culture/ extra-curricular activities/ and barriers to gender equality. It was observed that secondary schools are potential in achieving gender equity if they will work on the development of inclusive curriculum, gender responsive pedagogy, mentorship programmes, student leadership and safe learning environment. Despite the progress, however, the most concerning challenges that impede progress are cultural stereotypes, gender-based violence, inadequate teacher preparation, low participation in Science, Technology, Engineering and Mathematics (STEM) subjects, and weak institutional support systems. It is concluded that secondary schools can be a transformative environment if there are deliberate institutional and pedagogical changes. It suggests that teachers be strengthened in the field of gender responsive teaching, curriculum review to remove gender bias, equipping school children with the awareness of equity in school participation and activities, and collaboration among schools, families, communities and policy makers to ensure inclusive learning environments.