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Overcoming obstacles to educational access for Kenyan girls: a qualitative study
Despite the Millennium Development Goals of the United Nations Millennium Project, having its third goal as promoting gender equality and empowering women, and even with all new progress in equality, Kenya is still lagging behind when comparing the educational opportunities of boys and girls. In most cases where cultural beliefs are involved, the girl- child falls victim to violation of her rights, including her rights to education and freedom of expression. Many girls are forced into early marriages, experience Female Genital Mutilation (FGM) and sexual exploitation, among many other concerns and at some point they all lead to her inability to achieve her education. The purpose of the study was geared towards exploring the socio- cultural and economic factors and activities that hinder girls from accessing education in Kenya and toward overcoming the obstacles. The research was conducted in Taita Taveta, Nairobi, Kwale and Samburu Counties in Kenya, in different areas within these counties. The study employed qualitative data collection and purposeful Sampling was used to select individuals and sites, involving 72 participants' i.e. students, teachers and principals, community leaders, Government officials and parents. Sampling occurred through a combination of two strategies including snowball and homogenous sampling methods from the various study locations. Focus group interviews, one-on-one interviews were conducted, and students filled out questionnaires. Data was then transcribed following the participants' responses. The findings indicate that socio-cultural and economic factors contributed to girls being out of school especially in Samburu and Maasai communities where cultural practices including FGM, early forced marriages, among many others were persistent. Another factor was poverty which participants mentioned affected their education because of high dropout rates to find jobs to sustain their needs. The majority of the participants desired more women's empowerment programs in and out of school.
Journal Article
The Impossibility of Being \Perfect and White\: Black Girls' Racialized and Gendered Schooling Experiences
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, \"The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymaker and funders.\" The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
Journal Article
Exploring gender in education in Arabian Gulf countries : toward inclusive and equitable quality education
\"This seminal volume fills a gap in current literature on education, gender and development by giving voice to the Arab Gulf region, contrasting key issues with those felt globally in order to support a more sustainable, gender-equitable future of education in the region. Heavily linked to Sustainable Development Goal 4 - which calls for an inclusive and equitable quality of education for all - the book presents case studies on a wide range of issues such as school attainment, academic performance, and gender disparities within higher education in the Arabian Gulf, using quantitative research, qualitative interviews, and documentary analysis to make broader connections to issues of global significance. Exploring a deeper and more holistic understanding of the external factors which affect both participation and performance within education and academic settings, the book considers the influence of home support systems as well as cultural and familial factors which can lead to large-scale gendered differences in learning attitudes, attendance, and even testing, in the region. Ultimately supporting those in the education sector through frameworks of gender inclusion in both schools and higher educational settings, the volume will be of use to researchers, scholars and postgraduate students involved with higher education, school leadership, management and administration, soci-ology of education, and gender studies in the Arab Gulf region more broadly\"-- Provided by publisher.
BOOK
Education, HIV, and Early Fertility: Experimental Evidence from Kenya
A seven-year randomized evaluation suggests education subsidies reduce adolescent girls' dropout, pregnancy, and marriage but not sexually transmitted infection (STI). The government's HIV curriculum, which stresses abstinence until marriage, does not reduce pregnancy or STI. Both programs combined reduce STI more, but cut dropout and pregnancy less, than education subsidies alone. These results are inconsistent with a model of schooling and sexual behavior in which both pregnancy and STI are determined by one factor (unprotected sex), but consistent with a two-factor model in which choices between committed and casual relationships also affect these outcomes.
Journal Article
Girls like us : fighting for a world where girls are not for sale : a memoir
Offers the story of a former prostitute's fight to free herself from the hardships of the street and her rise to become the founder of a nonprofit organization designed to help young girls escape the commercial sex industry.
Book
To Advance the Race
From the United States' earliest days, African Americans considered
education essential for their freedom and progress. Linda M.
Perkins's study ranges across educational and geographical settings
to tell the stories of Black women and girls as students,
professors, and administrators. Beginning with early efforts and
the establishment of abolitionist colleges, Perkins follows the
history of Black women's post-Civil War experiences at elite white
schools and public universities in northern and midwestern states.
Their presence in Black institutions like Howard University marked
another advancement, as did Black women becoming professors and
administrators. But such progress intersected with race and
education in the postwar era. As gender questions sparked conflict
between educated Black women and Black men, it forced the former to
contend with traditional notions of women's roles even as the 1960s
opened educational opportunities for all African Americans.
A first of its kind history, To Advance the Race is an
enlightening look at African American women and their
multi-generational commitment to the ideal of education as a
collective achievement.
eBook
The road out
Can one teacher truly make a difference in her students’ lives when everything is working against them? Can a love for literature and learning save the most vulnerable of youth from a life of poverty? The Road Out is a gripping account of one teacher’s journey of hope and discovery with her students—girls growing up poor in a neighborhood that was once home to white Appalachian workers, and is now a ghetto. Deborah Hicks, set out to give one group of girls something she never had: a first-rate education, and a chance to live their dreams. A contemporary tragedy is brought to life as she leads us deep into the worlds of Adriana, Blair, Mariah, Elizabeth, Shannon, Jessica, and Alicia: seven girls coming of age in poverty. This is a moving story about girls who have lost their childhoods, but who face the street’s torments with courage and resiliency. “I want out,” says 10-year-old Blair, a tiny but tough girl who is extremely poor and yet deeply imaginative and precocious. Hicks tries to convey to her students a sense of the power of fiction and of sisterhood to get them through the toughest years of adolescence. But by the time they’re sixteen, eight years after the start of the class, the girls are experiencing the collision of their youthful dreams with the pitfalls of growing up in chaotic single-parent families amid the deteriorating cityscape. Yet even as they face disappointments and sometimes despair, these girls cling to their desire for a better future. The author’s own life story—from a poorly educated girl in a small mountain town to a Harvard-educated writer, teacher, and social advocate—infuses this chronicle with a message of hope.
eBook