The question of identity has continued to attract considerable attention from scholars. The article accounts for the meanings of identity in feminine and masculine perspective in relation to the curriculum. Identity is an unclear term often failing to contextualise; it has its roots from the Latin word idem, meaning same. However, the term implies both similarity and difference. It issomething that distinguishes one from another. According to Baumeister (1986), identity rests on the concept of self that is shared by the person, other people and society. Two main defining criteria in identity are continuity and differentiation. One must be the same today and overtime, people change but they should retain some continuity of identity. Additionally, there should be things or characteristics that distinguish someone from other people. Anything that furnishes continuity and differentiation helps to define identity. The article explores how the secondary school curriculum in Zambia facilitates the identity of the youths.

Behavioural differences between sexes increase with age because children's intellectual biases are being exaggerated by our gendered culture. Children do not inherit intellectual differences they learn them. They are a result of what a boy or girl is expected to be.