Journal of Education, Society and Behavioural Science

It is generally believed that there is unequal distribution of boys and girls in practical subjects in most schools. The study therefore sought to assess whether the allocation of students to practical subjects reflects gender sensitivity in the secondary schools of Umguza District in Zimbabwe. The study was quantitative and utilised a descriptive survey design. The sample comprised 200 pupils of whom 100 were male and another 100 female. The information was gathered through a questionnaire. A sample of 20 pupils was used to pursue validity. Clear instructions for respondents completing the questionnaire were used in search of reliability. A reliability coefficient could not be computed because there were no measures of association. The study revealed that the two sexes were doing different practical subjects. Most respondents indicated that girls can perform the same as boys if not better, in the traditionally male dominated practical subjects. The study recommends that there should be deliberate efforts by school authorities to encourage pupils to do any practical subject without associating any of the practical subjects with a certain gender. There should be vigorous campaigns by the Ministry of Primary and Secondary Education to eradicate gender stereotypes on the choice of practical subjects by pupils.