Culture in the Classroom: Unpacking the Hidden Forces Impacting Girls’ Learning in Zimbabwean Rural Settings

This study explores how hidden cultural influences significantly affect the educational experiences and outcomes of girls in rural Zimbabwean classrooms. Using a qualitative constructivist approach, the research involved semi-structured interviews and focus group discussions with forty participants, including students, teachers, and parents in Shamva District. The results show that girls’ learning is systematically limited by a powerful hidden curriculum, which functions through several interconnected mechanisms: the heavy burden of gendered domestic duties causing fatigue and absenteeism; patriarchal norms that diminish the value of girls’ education in favour of boys’, justified by economic practices like lobola (bride price); teacher biases that steer boys toward intellectual pursuits and girls toward domestic roles; the acceptance of a sexualized and hostile school environment; and the combined effects of climate-induced stressors with mental health challenges, which further hinder academic engagement. The study concludes that the classroom reflects broader community dynamics, actively maintaining gender inequality. It recommends a comprehensive strategy, including gender-sensitive teacher training, enhanced psychosocial support, targeted community involvement, and strict enforcement of protective policies to break down these hidden barriers and promote equitable education for all girls.