This volume of "International Perspectives on Education and Society" investigates the often controversial relationship between gender, equality and education from international and comparative perspectives. Much has been written recently about the global progress made toward gender parity in enrolment and curriculum in nations around the world. And there is much to tout in these areas. Although gender parity is not yet the global norm, the expectation of gender equality increasingly is. Some have gone so far as to say that the global expansion of modern mass schooling has created a world culture of gender equality in education. Yet, while there have been many positive advances regarding girls' and women's education around the world, there are still significant differences that are institutionalized in the policies and administrative structures of national education systems. For example, some of the strongest evidence of gendered inequality in schooling is the fact that in many developing countries there are large proportions of school-age children who are not in school - many if not most of whom are girls. The question this volume investigates is whether gender equality in education is really being achieved in schools around the world or not.
Author(s): David Baker, Alexander Wiseman
Year: 2009
Language: English
Pages: 420
List of Contributors......Page 1
2......Page 4
3......Page 5
4.Copyright page......Page 6
Preface......Page 7
Note from series senior editor......Page 9
Sex versus SES: A declining significance of gender for schooling in sub-Saharan Africa?......Page 10
Introduction......Page 11
Meritocracy versus Social Reproduction......Page 13
Modernization versus Dependency......Page 14
Women in Development versus Women and Development......Page 15
To shift or not to shift? The pre-conditions......Page 17
Irreversibility/Momentum......Page 19
Socioeconomic Ubiquity/Directionality......Page 20
Relative Importance/Changing Significance (R)
......Page 22
Socioeconomic Ubiquity/Directionality (U)
......Page 23
Data......Page 24
Findings......Page 25
Relative Importance/Declining Significance......Page 26
Irreversibility/Momentum......Page 27
Ubiquity/Direction......Page 29
Conclusion......Page 30
Notes......Page 33
References......Page 35
Appendix......Page 38
Move toward gender equality in education......Page 47
Literature on Girls in Sub-Saharan African Schools......Page 48
Public Primary Education......Page 50
Challenge of Girls’ Education......Page 52
Sample......Page 54
Survey Design......Page 56
Measures......Page 57
Analyses......Page 58
What Do Teachers Believe?......Page 59
Academic Performance......Page 60
Non-Academic Characteristics......Page 61
How Do Teachers Teach?......Page 62
School Subjects Important (High GSUBJECTS)......Page 63
Comparing Low and High GSUBJECTS Teachers......Page 65
Effects of Teacher Certification......Page 66
Revisiting the Literature on Girls’ Education......Page 67
Final thoughts......Page 68
References......Page 69
Teacher attitudes survey......Page 71
Students’ Academic Capability And Performance......Page 72
The Importance of Education......Page 76
The Management Of Non-Academic Behavior......Page 81
A. Learning Styles and Instructional Interaction......Page 83
B. Instructional Support......Page 85
C. Language Patterns......Page 86
D. Roles in the Classroom......Page 88
E. Management of Students’ Time and Space......Page 89
General information
......Page 91
Content and cronbach’s alpha values of the subset of items used to form the question and outcome composite variables......Page 92
Mean, standard error, and difference in teachers’ perceptions (with p-values) of girls’ and boys’ academic capability, academic performance, subject matter importance, and non-academic behavior and and characteristics. (nequals324)......Page 95
Introduction......Page 97
Primary Education......Page 99
Post-Primary Education......Page 100
Post-Primary Education in Sub-Saharan Africa......Page 101
Access to Post-Primary Education......Page 103
Equal Outcomes......Page 104
Ugandan context: Unique features of the educational
system......Page 105
Gender Differentiation......Page 106
UPE Initiative......Page 109
Secondary Education Before UPPET......Page 110
UPPET Initiative......Page 111
Gender Equality in Access......Page 113
Equality of Outcomes with UPPET......Page 117
Girl Friendly Teaching and an Encouraging Class Environment for Girls......Page 120
Female Teachers and Role Models......Page 121
Private Schools......Page 122
Conclusion......Page 124
References......Page 126
Sugar daddies and the danger of sugar: Cross-generational relationships, HIV/AIDS, and secondary schooling in Zambia......Page 130
Methodology......Page 133
Constructing the sugar daddy phenomenon......Page 134
Motivations for Cross-Generational Relationships......Page 136
Sugar Mommies......Page 137
Cross-Generational Relationships in School and Society......Page 138
Blaming the victim: Social attitudes toward cross-generational relationships......Page 142
Discussion......Page 144
Policy Implications......Page 145
Notes......Page 147
Acknowledgments......Page 148
References......Page 149
Limits of and possibilities for equality: An analysis of discourse and practices of gendered relations, ethnic traditions, and poverty among non-majority ethnic girls in Vietnam......Page 151
Introduction......Page 152
Education and non-majority ethnic girls in Vietnam: The present situation......Page 153
Poverty, ethnic groups, and women in Vietnam......Page 155
Analytical framework......Page 156
Methodology and methods......Page 160
Background on Khmer, Hmong, Gia-Rai and Ba-Na ethnic groups......Page 161
Physical capabilities......Page 164
Economic and social capabilities......Page 170
Cultural capabilities......Page 176
Approaches for enhancing capabilities for gender and ethnic equality......Page 181
Acknowledgments......Page 185
References......Page 186
What matters for Chinese girls’ behavior and performance in school: An investigation of co-educational and single-sex schooling for girls in urban China
......Page 190
Introduction......Page 191
Review of relevant literature......Page 193
Data and methods......Page 195
Goals for Schooling......Page 198
Discipline in Schools......Page 201
Misbehavior and Discipline......Page 202
Grades......Page 205
Engagement with Teachers......Page 206
Sources of Authority Impacting Student Outcomes......Page 207
Factors Influencing Misbehavior......Page 210
Factors Influencing Math and Science Grades......Page 211
Discussion and conclusions......Page 212
Notes......Page 216
Acknowledgment......Page 217
References......Page 218
Variable definitions......Page 220
Means and standard deviations for dependent and independent variables used in regressions......Page 221
Introduction......Page 222
A Methodological Note......Page 224
Historical Development of Japanese Higher Education......Page 225
Recent Expansion of Higher Education System......Page 226
Gender Gaps in Student Enrollment......Page 227
Gender Distribution by Fields of Study......Page 230
Career, Marriage, and Educational Attainment among Japanese Women......Page 232
Mongolian Higher Education: Soviet Era Development and the Recent Transition and Expansion......Page 234
Gender Gaps in Student Enrollment......Page 236
Gender Inequality by Fields of Study......Page 238
Women’s Work, Marriage, Family, and Higher Education in the Transition......Page 239
Higher Education in India: Colonial Origin and Postcolonial Development......Page 241
Higher Education Expansion Since 1990s......Page 242
Gender Gaps in Student Enrollment......Page 244
Gender Segregation by Fields of Study......Page 245
Marriage, Work, and Higher Education Attainment......Page 246
Concluding thoughts......Page 247
Notes......Page 249
References......Page 252
Re-gendered education and society in the newly independent states (NIS) of Central Asia......Page 260
Goals, methodologies and structure of this chapter......Page 263
Historical background: Soviet legacy, education and the ‘‘Woman’s Question’’......Page 264
Education, economic development and gender in Central Asia......Page 270
Statistical ‘‘snapshots’’ of the region since 1990......Page 275
Ethnographic evidence from Uzbekistan, Kyrgyzstan and Tajikistan......Page 279
Education and gender in Uzbekistan......Page 280
Education and gender in Kyrgyzstan......Page 288
Education, profession and gender in Tajikistan......Page 293
Summary observations......Page 298
References......Page 300
Introduction......Page 305
Education and Islam: The historical context......Page 308
Female education in Muslim societies......Page 310
Theoretical perspectives for examining educational development, modernization, borrowing, and internal-external influences in the UAE......Page 311
The United Arab Emirates: The regional context......Page 315
Education in the UAE......Page 318
Rapid growth in UAE educational provision......Page 320
Higher and tertiary education in the UAE......Page 322
Issues of gender in education in the UAE......Page 323
Voices from the classroom......Page 327
The future of education in the UAE: Prospects for gender equality?......Page 329
A look ahead: Concluding thoughts......Page 331
References......Page 332
Introduction......Page 336
Background of the study......Page 337
Theories and previous research on career aspiration......Page 339
Data and methods......Page 342
Results......Page 345
Conclusions......Page 353
References......Page 355
Gender differences in political efficacy and attitudes toward women’s rights as influenced by national and school contexts: Analysis from the IEA Civic Education Study......Page 360
Early Studies......Page 362
Recent Studies......Page 364
Gender differences and the IEA Civic Education Study......Page 366
Gender Gaps in Knowledge, Attitudes, and Behaviors......Page 368
Explaining Observed Gender Gaps......Page 370
The current study......Page 371
About the IEA Civic Education Study......Page 374
Scaling the CIVED Data......Page 375
Predictor Variables......Page 376
Results......Page 379
Modeling the Gender Gap in Support for Women’s Rights......Page 381
Modeling the Gender Gap in Internal Political Efficacy......Page 384
School-Level Perceptions of Gender Inequality and ‘‘Male Privilege’’......Page 386
Expectations of Education and Female Opportunities......Page 388
Limitations and Further Areas of Research......Page 390
Notes......Page 391
References......Page 392
Appendix. Details about the multilevel model......Page 395
Shifting gender effects: Opportunity structures, institutionalized mass schooling, and cross-national achievement in mathematics
......Page 398
Opportunity structure and gender effects
......Page 400
Incorporation of women and the role of mass schooling
......Page 402
Empirical Context of Gender Differences in Mathematics Cross-Nationally......Page 404
Hypotheses......Page 407
Data, Measures, Models......Page 408
Measures at the National Level......Page 409
Models......Page 410
Results......Page 412
A cross-national perspective on gender effects on mathematics performance......Page 418
Notes......Page 421
References......Page 422
423-432......Page 426
433-439......Page 436
