Effects of gendered language on educational inclusivity: views of senior learners from selected schools of Lundazi district, Zambia

Abstract

Language users differ in the degree to which they employ gender distinctions between male and female pupils in school. Speaking a gendered language may highlight gender roles and this in turn is associated with a greater gender gap in education attainment. This study, therefore, was based on an analysis of gendered language in selected co-education Day Secondary Schools of Lundazi District. It sought to determine the contributing factors to gendered language in schools; its effects on Educational inclusivity between male and female learners; and how learners could avoid using gendered language that affects educational inclusivity. The study was conducted on 80 learners from 5 Secondary Schools, (8 boys and 8 girls) from each school that were purposively sampled. The study was based on a qualitative approach informed by the descriptive research design with narrative forms. Focus group discussions were used as a method of data collection.  Data was analysed thematically. The study, based on the speech Act Theory, revealed the importance of being culturally sensitive to gender norms and language conventions that could damage and hinder success in children’s education attainment_. The study indicated that gendered language had a negative effect on educational inclusivity. It then recommended that the government, through the Ministry of Education, should include in the curriculum, topics on gendered language and its effects on learners in order to equip the public with information on the effects of demeaning gendered language and narrow the gender gap in education attainment.