Abstract

Although, a number of studies exists regarding students’ experiences of Geography as a school subject, the gender differences in students’ geographical knowledge and interests are rarely recognised. Drawing from the cognitive interest theory, and using a qualitative phenomenological design, this study explored the gender differences in the geographical knowledge and interests of 48 Ghanaian senior high school students. In-depth interviews were conducted with 24 males and 24 females, sampled from two public schools in the Kumasi Metropolis of the Asante Region. Data obtained were analysed thematically, with specific normative and subjective views of participants presented as direct quotations. Both gender demonstrated appreciable level of knowledge regarding the subject matter of Geography and its relevance to daily life experiences. Gender differences were, however, observed in students’ understanding of the subject matter of Geography and conceptions of the importance of Geography. Congruent to the cognitive interest theoretical perspective, the findings suggest that there is a considerable link between geographical knowledge and geographical interests of both gender. The study findings have the potential of informing policy and curricula changes by relevant stakeholders to help bridge the gender imbalances in school Geography enrolments and also to secure the success of Geography.

摘要

尽管存在大量关于学生将地理作为学校学科的经历的研究，但很少认识到学生地理知识和兴趣的性别差异。本研究借鉴认知兴趣理论，采用定性现象学设计，探讨了加纳48名高中生在地理知识和兴趣方面的性别差异。对来自阿桑特地区库马西市两所公立学校的 24 名男性和 24 名女性进行了深入访谈。获得的数据进行了专题分析，参与者的具体规范和主观观点以直接引语的形式呈现。两性在地理主题及其与日常生活经验的相关性方面都表现出可观的知识水平。然而，在学生对地理主题的理解和对地理重要性的概念的理解中观察到了性别差异。与认知兴趣理论观点一致，研究结果表明，地理知识与性别的地理兴趣之间存在相当大的联系。研究结果有可能为相关利益相关者的政策和课程变化提供信息，以帮助弥合学校地理入学中的性别失衡，并确保地理的成功。调查结果表明，地理知识与两性的地理利益之间存在相当大的联系。研究结果有可能为相关利益相关者的政策和课程变化提供信息，以帮助弥合学校地理入学中的性别失衡，并确保地理的成功。调查结果表明，地理知识与两性的地理利益之间存在相当大的联系。研究结果有可能为相关利益相关者的政策和课程变化提供信息，以帮助弥合学校地理入学中的性别失衡，并确保地理的成功。