Gender Equity in Diverse Curriculum Content: Views from Primary Teachers in Tanzania

  • Jessica Essary
  • James Hoot

Abstract

While rhetoric concerning gender equity is beginning to emerge in many African nations, a dearth of research examines the status of gender equity in actual Sub-Saharan African classrooms. The purpose of this study was to explore teacher views of gender equity pertaining to primary grade boys and girls.  Data were collected using the Teacher Attitudes Survey (TAS) (Anderson, 2005). This instrument was administered to 137 randomly selected Tanzanian primary grade teachers.  Findings suggest significant differences exist in what teachers perceive to be important for boys and girls to learn when the curriculum is broken down by subject. Discussion of findings provides suggestions for future international comparative research on gender equity in African classrooms.

Published
Nov 14, 2017
How to Cite
ESSARY, Jessica; HOOT, James. Gender Equity in Diverse Curriculum Content: Views from Primary Teachers in Tanzania. International Journal of the Whole Child, [S.l.], v. 2, n. 2, p. 4-17, nov. 2017. Available at: <http://libjournals.mtsu.edu/index.php/ijwc/article/view/1090>. Date accessed: 18 dec. 2017.