Abstract

This thesis is based on an examination of some of the variables that affect schooling in Zimbabwe, a Southern African country. The study consisted mainly of a content analysis of selected primary textbooks for language and gender related matters. It addressed the following questions: (1) Is the material presented as if the learners were first language speakers of English, the language of instruction? (2) How are girls and women portrayed verbally and pictorially? The selected grades 1, 4 and 7 English and science textbooks were first examined broadly for overall features such as visual readability and order of content. Subsequently, all textbooks and the corresponding syllabi were examined for awareness of and directions regarding preparation for the language needs of the science curriculum. A focus on science vocabulary and the portrayal of males and females in the science texts concluded the content analysis. Additional data on the actual use of texts and possible gender bias of teachers in the classroom were gathered through collaboration with graduate students at the University of Zimbabwe. Teachers' views on science education, the science texts, and boys and girls' abilities and performance were obtained. The results point to the existence of a good potential for improved access to the curriculum by coordinating the language needs of English and other subjects. Furthermore, more work needs to be done in Zimbabwe, as elsewhere, to portray males and females in less stereotypical roles.