Exploring the Gender Inclusivity in Extra Mural Curriculum in Eswatini’s High Schools
Bibliographic record
Abstract
Using a social constructionist lens, this research explored gender dynamics in extracurricular activities among Eswatini high school students. The study used a qualitative narrative inquiry methodology and included semi-structured interviews with 24 purposively selected participants (12 boys and 12 girls) aged 16 to 18 years from four high schools. We gathered data through individual interviews and focus groups. The data showed that cultural expectations and gender stereotypes have a strong influence on extracurricular activities, resulting in considerable inequalities in participation and support for boys and girls. While boys are encouraged to participate in competitive sports and frequently receive stronger institutional support, girls are typically consigned to supportive roles with little options for competitive involvement. Activities like rugby are primarily reserved for boys, supporting traditional gender standards. The study identified the mechanisms by which gender inequalities persist in school settings and recommends structural adjustments to promote greater inclusivity and justice in extracurricular programming.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".