Using Gender Responsive Pedagogy by Social Studies Teachers to Promote Gender Parity in Basic Schools

to certain and attitudes are to very early depending on the orientation and significant on future development and of both and cultural of traditional of Abstract: Ghana is among Sub-Saharan African countries battling with gender disparity. There have been many attempts by government agencies and non-governmental organizations to address the issue of gender disparity. Despite these efforts there is still wide spread gender disparity in most facets of the life in Ghana. Parental socialization, the influence of the media and schools have been key factors perpetuating gender inequality in our various communities. The consequences of gender disparity call for the promotion and adoption of gender responsiveness pedagogies in our learning institutions. Social Studies is one of the subjects in the basic school curriculum designed to address social problems such as gender disparity. This research therefore seeks to see how the adoption of gender responsive pedagogy by Social Studies teachers could promote gender parity in schools. The research adopted the descriptive survey which blended both quantitative and qualitative methods. The purposive sampling technique was used to select 80 Social Studies teachers from schools in Jasikan, Kadjebi and Biakoye districts. It was realized that even though the Social Studies teachers treated both girls and boys equally in the classrooms, most of the activities and practices in the schools were not gender responsive. The paper recommends that basic schools should establish gender committees and clubs to promote gender equality in schools.