Gender Issues In Zimbabwe’s Two Main English Language Textbooks In The Primary Schools

Abstract

A content analysis of two series of English language textbooks by two publishers predominantly used in Zimbabwean Primary Schools was made. A total of approximately 779 units of work were analyzed for gender ratios in professional occupations, domestic chores, leading characters in stories and sexist language. The study found that the textbooks reflected a male gender bias and that the textbooks continue to be reprinted without decrying their use and prevalence in schools.