Historically, the terms “head boy” and “head girl” originated in British boarding schools in the 19th century. Candidates were chosen from senior classes, given privileges to serve as role models for other students, and duties to serve on school governing bodies.
Other schools and tertiary institutions, including those in other countries such as South Africa, later copied this custom, which is still practised today. Similarly, concepts such as head boy, head girl, brotherhood, and sisterhood remain among the longest-standing traditions and practices used in schools and post-school institutions for leadership positions, as well as selected groups for men and women.
Numerous and diverse gender groupings that are present in these institutions, however, are not served by this heritage. Currently, in schools and tertiaries there is a significant portion of the student body that is multifaceted in terms of gender identity and expression. One of the biggest concerns right now is whether South Africa’s schooling system and tertiaries are prepared to acknowledge this reality or not.
Lately, the head boy and head girl concepts have come under fire from several outspoken students, who are resisting binary thinking, traditions, and practices about gender identity and expression.
Given the diverse nature of the student population, increased awareness and the complexities of gender identity and expression have given rise to questions regarding practices and traditions that (do not) promote gender inclusivity on campuses, such as the head girl and head boy culture.
Against this background, the long-standing tradition of using terminologies that only recognise the gender binary ought to be denounced, as it is discriminatory and exclusionary towards students who do not identify as either male or female for participation in leadership roles. Such terms are unfair in that they force transgender, non-binary, and non-conforming persons to fit into a particular binary box to attain certain roles and accolades. Moreover, concepts and titles such as head boy or head girl insinuate that gender is the primary reason to attain or occupy leadership positions – which should not be the case.
Institutions of learning, the basic education and higher learning institutions must therefore renounce practices, language, and traditions that legitimise and serve only the gender binary – that is, man and woman – in favour of diversity and inclusivity, which acknowledges various gender identities and sexual orientations.
Equally important is the creation of gender terminologies and concepts out of respect for the uniqueness and validity of each student’s self-perception and identity.
Having only practices and traditions that recognise someone based on their biological sex, creates a very unsafe and unwelcoming environment for persons who do not conform to social norms regarding gender expression, presentation, or identity.
Abolishing gendered titles is one way to challenge and disrupt traditional gender norms and to help create a more equal and inclusive society for all.
) Siyanda Magayana is a senior officer in the Gender Equality and Anti-Discrimination Office at the Unit for Institutional Change and Social Justice at the University of the Free State (UFS).
