"They Are Not Serious Like the Boys": Gender Norms and Contradictions for Girls in Rural Kenya

Autor/in	Milligan, Lizzi
Titel	"They Are Not Serious Like the Boys": Gender Norms and Contradictions for Girls in Rural Kenya
Quelle	In: Gender and Education, 26 (2014) 5, S.465-476 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.927837
Schlagwörter	Foreign Countries; Gender Differences; Social Attitudes; Rural Areas; Females; Urban Areas; Rural Urban Differences; Secondary School Students; Qualitative Research; Case Studies; Sex Fairness; Equal Education; Barriers; At Risk Students; Gender Bias; Semi Structured Interviews; Teacher Attitudes; Student Attitudes; Personal Narratives; Essays; Diaries; Educational Environment; Kenya + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Social attidude; Soziale Einstellung; Rural area; Ländlicher Raum; Weibliches Geschlecht; Urban area; Stadtregion; Stadt-Land-Beziehung; Sekundarschüler; Qualitative Forschung; Case study; Fallstudie; Case Study; Sexualaufklärung; Geschlechterstereotyp; Lehrerverhalten; Schülerverhalten; Erlebniserzählung; Essay; Aufsatzunterricht; Diary; Tagebuch; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kenia
Abstract	This paper reconsiders urban-rural and modern-traditional dichotomies by exploring the multiple and contested gendered issues that secondary school girls face in rural Kisii, Western Kenya. Findings are drawn from a qualitative case study and explore the ways that gendered norms interact with new ideas of gender equity in and out of the classroom. It is argued that this rural setting offers a highly complex environment for girls in local day secondary schools who often face multiple challenges; many of which are at risk of being overlooked by assumptions that the rural context, where the girls live and are educated, is timeless, static and isolated. Implications are considered for the reconceptualisation of ideas of gender equity in education to go beyond quantitative measures such as enrolment and parity of attention in class to account for out-of-school challenges and the ways in which girls are treated while in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10