Interventions Enhancing Girls' Education in Primary Schools in Jakiri, Cameroon

Autor/in	Shasha, Bernadette
Titel	Interventions Enhancing Girls' Education in Primary Schools in Jakiri, Cameroon
Quelle	(2018), (168 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, American College of Education
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-0200-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Females; Elementary School Students; Access to Education; Equal Education; Gender Bias; Intervention; Cameroon + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Weibliches Geschlecht; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterstereotyp; Kamerun
Abstract	The purpose of this qualitative phenomenological study was to understand the interventions used to enable girls in primary schools in Jakiri to have a basic education. The research questions also focused on determining whether the interventions were the same for girls and boys and identified areas in further need of interventions and improvement. The literature review disclosed a gap in the literature on the interventions used for girls in primary schools in Jakiri. Bronfenbrenner's ecological systems theory was the conceptual framework used to guide the study. Seventy participants were involved in the study, responded to questionnaires, participated in interviews, and engaged in focus group discussions to provide information on their lived experiences with interventions used for girls in primary schools in Jakiri Sub Division. After the interviews and focus group discussions were recorded, and all the data were transcribed and analyzed using Lofgren's six-step analysis, six themes emerged from the study. The results of the study revealed interventions used for girls in primary schools in other locations were also used for girls in primary schools in Jakiri, but the latter had other interventions specific to their settings given their economy, culture, system of education, history, and geographic location. Stakeholders can use the results of the study to improve upon interventions used to boost girls' education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01