Interrogating the improvement of gender equality in South African secondary schools as an aftermath of post Covid-19 pandemic

Abstract

This paper critiques the improvement of gender equality in secondary schools of Limpopo Province in South Africa, twenty-nine years into the country’s democracy and independence. The paper is both conceptual and empirical in nature. Documents review and interviewing techniques were employed to collect data from three former perpetrators of gender inequality in secondary schools and the other three victims of such heinous acts. Research findings revealed that firstly, failure to acknowledge that gender inequality is improvable, is a problem. Secondly, failure to acknowledge that equitable schooling could marginalise gender inequality, is a problem. Thirdly, inappropriate socialisation of perpetrators, is behind their inability to embrace the female gender as equal gender. Lastly, failure to learn from the lessons bequeathed by post Covid-19 pandemic regarding gender parity, is a problem. As part of the conclusion, the researcher recommends for the de-institutionalisation of the inferiority versus superiority complex tendencies in the society with regard to the existing female and male genders. Furthermore, the researcher recommends for the appropriate re-socialisation of the perpetrators of gender inequality to change them to be more humane and inclusive in their dealings with their counterparts. Lastly, the researcher recommends for the re-organisation and re-structuring of secondary schooling environments as part of attempting to contain the rooted challenge of gender inequality in secondary schools.