Abstract:

In South Africa and other parts of Africa, research on girls in the learning of science has focused on issues of access and involvement extending beyond high school and undergraduate studies in the science domain. This is understandable in the context where African girls were previously excluded from participating in school because of racial exclusion. With the attainment of political independence and the ushering of democracy in 1994, the doors in all closed avenues of social advancement were opened, including science subjects. Despite these interventions to bridge the gender gap, evidence still attests to the continued gender disparate. This study focuses on the construction of girls as feminine subjects in a grade 10 Physical Science class in a rural school in Limpopo, South Africa. This study sought to understand how the practices of gender construction manifest within the Physical Science classroom, and the pedagogical practices employed by teachers in rural schools that either facilitate or hinder the participation of girls in a Physical Science classroom. This study employed a qualitative research design using a case study methodology and was situated in the interpretive paradigm. A total number of 13 participants were selected using purposive sampling and the research data was collected using semi-structured interviews. The study findings revealed that processes and practices of gender construction manifest within the Physical Science classroom through the interactions between teachers and learners, shaping perceptions of abilities and interests associated with specific genders. The study concluded that gender gaps persist in Physical Science due to factors like biases in roles and responsibilities, modelling of science roles, pedagogical practices, and the persistence of inequalities in science, hindering girls' participation and success in the subject. Consequently, the study argues that classroom processes and teachers' pedagogical practices whether consciously or unconsciously play a significant role in shaping girls' perceptions of Physical Science. Therefore, the study recommends that interventions on gender equality in education should also focus on helping teachers devise pedagogical approaches and practices that are gender sensitive and appropriate. Such interventions should look into mentorship and professional development designed to give teachers the tools and support they need to understand and handle gender dynamics in the classroom. This means carefully assessing how well current programs are working and coming up with new ideas to promote teaching methods that include and empower both girls and boys to work and learn collaboratively and for the common good.

Keywords:

Physical Science, gender construction, rural education, gender inequalities, South Africa.