This study explores and unmasks factors in the Zimbabwean school curricula that predispose or channel
girls into particular occupational trajectories, in particular occupations or careers traditionally
stereotyped as feminine. As a qualitative research study of the culture of the schooling system within
this country, it employs the views of a sample size of 20 Sixth Form girls who were purposively selected.
The study also examines the impact of the pupils’ gender and their teacher attitudes and expectations
towards them as girls on their resultant career trajectories. The design adopted is an exploratory case
study that utilises the focus group interview for data collection from four secondary schools conveniently
sampled from the Ngezi District of Zimbabwe. The study establishes that as part of the hidden culture and
curriculum, teachers’ perceptions, attitudes and expectations of pupils’ gender roles exert a significant
influence on their academic achievement and career aspirations. This study concludes that effective
intervention strategies are an imperative if the Zimbabwean school curriculum is to be made gendersensitive.