Determinants of educational exclusion: Poor urban girls' experiences in- and out-of-school in Kenya
5. Gender equality
4. Education
05 social sciences
1. No poverty
10. No inequality
0503 education
DOI:
10.1007/s11125-014-9306-1
Publication Date:
2014-06-05T18:21:49Z
AUTHORS (3)
ABSTRACT
The educational challenges girls face are often explained by economics. However, gender norms and identities, constructed historically but subject to change, also play a crucial role. In Kenya, little attention has been paid to the negative social constructions that keep girls from attaining the education they want. This article analyses the role of social construction among girls who are in and out of two secondary schools in Nairobi province, Kenya. Data were obtained from interviews with adolescent girls attending the schools, female dropouts previously affiliated with those two schools, and teachers at the schools. All the challenges that girls faced in attempting to secure secondary education were linked to social construction; they were deeply rooted in gender roles as defined by the cultural context and reinforced by socialisation. Based on the results, the authors hold that women must lead community efforts toward changes that will enhance their daughters’ educational opportunities.
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