| dc.description.abstract | This study explored the role of high schools in Eswatini as agents of patriarchal gender socialization. Drawing on social constructionism, the study explored how school rules, procedures, and teacher-student interactions contribute to the persistence of gendered norms. The study used a qualitative narrative inquiry as its methodology. Individual and focus group semi-structured interviews were used as the method of data generation. The participants consisted of 24 purposively selected boys and girls (12 boys and 12 girls) from four high schools in the Hhohho region. The age range of the participants was between 16-18 years. The results showed that, although occasionally unintended, high schools in Eswatini are important venues for gender socialisation. Students reported encountering gendered expectations in extracurricular activities (showing gender segregation in sports or other extracurricular offerings), textbook interactions (boys were frequently encouraged to excel in STEM subjects while girls were steered towards the humanities), and curriculum content. The study concluded that, while schools strive to promote advancement in society, their current structures and practices unintentionally contribute to the continuation of patriarchal gender norms. The findings specifically highlight the need for curriculum reform that incorporates gender-sensitive perspectives, teacher training to address unconscious biases and promote inclusive practices, and the adoption of regulations that explicitly address gender equality in the educational environment. Recommendations include conducting gender awareness training for all stakeholders, reviewing school policy to reflect gender equality principles, and encouraging diverse representation in leadership positions. | |
