Teacher's perceptions regarding subject and career choices of male and female students in Botswana secondary schools

Abstract

This study investigated teachers' perceptions of subjects and career choices of male and female students in relation to gender in six selected schools in Botswana. The study aims to raise awareness about a number of aspects that need to be considered in order to produce plans leading to the achievement of gender equality in education. Such perceptions needs to be investigated because students' choices of certain subjects, careers and academic performance are to some extent determined by teachers' perceptions of gender based opportunities. A total of 36 respondents, (males n=16 and females n=20) participated in this study. To carry out this study, the design Used was a survey and data was collected using questionnaires in sampled schools. In presenting data, percentages were used to determine what teachers perceive to be the chances of success of male and female students. Graphs, tables and figures were also used in the presentation and analysis of data. The results show that the school system plays a significant role in creating and maintaining gender differences. It was found that teachers recommended scientific and technical related subjects and occupations to male students while humanities and domestic related subjects are recommended to female students. Gender biased teaching style and textbooks were found to be the main influential factors in teachers' perceptions. Most of the respondents were generally not satisfied with the teacher training on .gender issues. The goal of better serving the students does not entail neglecting or suppressing the other gender. By putting boys and girls on equal 'plain' the gender stereotypes may be counteracted and eliminated, so education may begin to be more gender balanced. Most importantly boys and girls must be equipped with skills that will help them pursue their potential regardless of their gender.