Girls decision processes for participation in design and technology subjects in Zimbabwe's secondary schools

This paper presents some preliminary findings from a multi-site case study of girls’ decision-making in regard to participation in design and technology subjects in Zimbabwe. The attitudes and perceptions of fourth form girls, their design and technology teachers, school principal and parents are explored in one secondary school. Data were collected by questionnaire, focus group and interview and analysed through identification of recurring concepts in the data. Complex and interrelated factors influencing girls’ decisions for subject participation were investigated through application of a model of achievement related choice (Eccles, 1994). This investigation supports the existence of eight factors, indicating most significantly that girls place value in subjects that provide the opportunity to fulfil their self-image or are consistent with their self-image. These findings contribute to understanding of girls’ participation in design and technology in the African context, a dimension which is largely missing from mainstream debates on the subject.