Gender, Equality and Education from International and Comparative Perspectives (International Perspectives on Education and Society, Vol. 10)

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. 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