Abstract:

Given that South Africa has been a democratic country for nearly three decades, it is reasonable to expect that equal opportunities, particularly in science education, should have been realized by now. The country's transition to democracy brought with it promises of equity and equality. However, the legacy of apartheid and current practices continue to perpetuate gender inequality in South Africa, where the intersection of race, class, and gender has resulted in a systemic exclusion of access and opportunities for girls in rural areas. Despite ongoing global and South African initiatives to promote gender equality in science education, girls in rural schools still lag in opportunities and access to science. This study, therefore, examined how gender roles and expectations in Physical Science classrooms affect girls' opportunities and outcomes in science. The study focused on Grade 10 Physical Science classroom as it is a critical period for the development of learners' self-efficacy and confidence in their abilities. The study is grounded in a decolonial feminist theoretical framework and used a qualitative research approach, specifically a case study methodology, in the interpretive paradigm. A purposive sampling strategy was employed to select 14 participants. Data collection was conducted through semi-structured interviews. The qualitative analysis revealed that gender inequality persists in science, with stereotypical biases regarding girls' abilities still prevalent. The study concluded that there is a perceived gender-based difference in abilities, with girls being treated as less capable or interested in Physical Science classrooms. Furthermore, the study highlighted a significant underrepresentation of girls in science, indicating a persistent gap in gender representation. Therefore, the study recommends creating programs that promote inclusivity in science education and developing strategies to eliminate gender biases. To achieve this, the study proposes that the following initiatives be implemented: dismantle existing biases by providing educators with tools to create bias-free learning environments, develop curricula that meet the needs of underrepresented groups, and establish targeted interventions to address their specific needs.

Keywords:

Physical Science, gender roles, rural education, gender inequality, South Africa.