The contribution of the hidden curriculum to gender inequality: experiences from Tanzania

Abstract

Curriculum guides schools in implementing teaching and learning. It determines the content, structure, teaching process, and learning materials. However, the hidden curriculum continued to influence educational practices leading to gender inequality. It contributes to the formation of attitudes, perceptions, and social norms that lead to imbalanced gender representation in teaching and learning materials. This study examined the content and portrayal of males and females in Primary school social studies textbooks. The findings show that visibility and representation of females in textbooks have increased however gender roles were portrayed in stereotypical ideas and images that encourage gender bias. There is a need to increase awareness among reviewers and curriculum developers on gender sensitivity in the preparation of teaching and learning materials. The portrayal of males and females should adhere to gender equality principles.