Story by Patience Nyagato
A classroom research project at Anderson Adventist High School in Gweru has reduced gender bias in learning by 50 percent, offering new insights that could strengthen Zimbabwe’s drive to increase girls’ participation in science, technology, engineering and mathematics (STEM) subjects.
The study, led by English teacher and researcher Tendai Mandaza with support from the British Council’s Action Research Grants Programme, examined how gender stereotypes influence students’ attitudes and academic performance in the classroom.
Results revealed that 90 percent of students believe gender affects academic performance, while 70 percent reported coming across gender-stereotyped comments in class.
After teacher training and a review of classroom materials, the frequency of such incidents dropped by 50 percent, highlighting the impact of inclusive teaching methods in promoting gender equity in schools.
“Prior to the training and talking to teachers, there were quite high incidences of gender stereotyping across subjects. But after staff development seminars and discussions, the incidents came down. Society tends to believe that boys should be good in sciences while languages are seen as subjects for girls. We have to address that because gender should not determine academic potential,” Mandaza said.
Students said the initiative is transforming how they view different subjects.
“We had normalised that boys should excel in science but not necessarily in English or history. This project helped me realise everyone has an equal opportunity in education,” pupil, Simbarashe Magumise noted
For girls, the programme is also helping build confidence in traditionally male-dominated STEM subjects.
“I used to normalise getting average marks in STEM subjects, but now I feel confident contributing in science classes. Gender does not define your potential,” another pupil, Nicole Mandaza stated.
School authorities confirmed the programme is influencing participation patterns in the classroom.
“We are now seeing boys participating more confidently in languages and girls engaging more actively in sciences. The research made us aware of unconscious stereotyping,” Anderson Adventist High School, head, Caxton Mukasvanga said.
In a statement, British Council Country Director, Dr Lloyd Anderson, highlighted that the research demonstrates how empowering teachers to challenge stereotypes can create learning environments where all learners feel encouraged to succeed.
Tackling stereotypes at the classroom level has become critical in ensuring that both girls and boys fully participate in all subjects, as Zimbabwe works to expand opportunities in STEM fields.
