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

  • Jessica N. Essary Assistant Professor of Early Childhood Education Department of Teacher Education The University of Mississippi 319 Guyton Hall P.O. Box 1848 University, MS. 38677-1848 jnessary@olemiss.edu 662-915-2937
  • James L. Hoot Professor Emeritus Early Childhood Education The University at Buffalo, The State University of New York Buffalo, New York, USA jlhoot@gmail.com 716-465-5976

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 was 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 28, 2017
How to Cite
ESSARY, Jessica N.; HOOT, James L.. 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/791>. Date accessed: 18 dec. 2017.

Keywords

Early Childhood Education, teacher pedagogy, gender equity, Sub-Saharan Africa, Comparative Education