Exploring gender stereotypes in secondary school literary texts

Abstract

This study aims to explore gender stereotypes in isiZulu literary texts for secondary school isiZulu home language learners. The study is a qualitative case study of one secondary school. Data were collected from two Grade 11 isiZulu teachers from two schools. Semi-structured interviews and lesson observations were used as data collection tools. A semi-structured interview and an observation schedule were developed as research instruments. Content analysis was used for the analysis of six literary texts selected from different genres. Pharr's (1988) theory of oppression was employed for the analysis of data collected from interviews, observations and literary texts. One of the findings of the study is that both males and females are stereotypically represented in the books. For example, women are portrayed as nurturers, housewives, dependent, and uneducated. On the other hand, men are portrayed as heads of families, independent, successful, artful, business-minded, strong, and brave. The study further reports on the extent to which prescribed isiZulu literary texts at Jija Secondary School perpetuate and reinforce gender stereotypes among learners and teachers.