Transforming Rural Female Learners’ under-representation in Advanced Level Science Subjects in Zimbabwe

Abstract

This is a positional paper, which endeavours to indispensably provide an emancipatory view of gender disparity, with a particular focus on rural female learners’ progression in Advanced Level science subjects. This discussion was guided by a framework derived from feminist, and social learning standpoint. The methodological approach used to generate and analyse participants' lived experiences comprised of the transformative paradigm, and qualitative approach. The sample for this study comprised of forty-five purposively participants who were doing sciences and other subjects at Advanced Level. Data was generated the through literature method, focus group discussion and in-depth interviews. Analysis of the sourced data was narrative in nature buttressed by direct citations. From the rural female learners' experiences, it was revealed that appropriate information propagation augments their consciousness about gender issues in their progression in Advanced Level science subjects. Also, researcher noted that there was a need for an evidence-based policymaking process, which acknowledges participants' socio-cultural backgrounds in crafting gender-related policies to promote their progression in Advanced Level science subjects. Hence the need for a policy transformation that enforces gender-neutral approaches to information promulgation with the belief of empowering rural female learners in their progression in Advanced Level science subjects. The conclusion, therefore, is that transformation of rural female learners' mind-sets towards sciences was of utmost value in bridging the gender disparity gaps in their progression in Advanced Level science subjects. As a recommendation, researcher proposes the need for the inculcation of a gender-neutral, and sensitive approach in a bid to transform rural female learners' under-representation circumstances in Advanced Level science subjects.