Gender Differentials and Sustainable Learning Environments

Autor/in	Mahlomaholo, Sechaba M. G.
Titel	Gender Differentials and Sustainable Learning Environments
Quelle	In: South African Journal of Education, 31 (2011) 3, S.312-321 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Gender Differences; Sustainability; Educational Environment; Foreign Countries; Educational Quality; Sex Fairness; Females; Focus Groups; Qualitative Research; Dropouts; Pregnancy; Academic Failure; Marriage; Crime; Sibling Relationship; Social Justice; Educational Attainment; Poverty; Statistical Analysis; Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Nachhaltigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Quality of education; Bildungsqualität; Sexualaufklärung; Weibliches Geschlecht; Qualitative Forschung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schwangerschaft; Ehe; Crimes; Delict; Delicts; Delikt; Sibling relations; Geschwisterbeziehung; Soziale Gerechtigkeit; Bildungsabschluss; Bildungsgut; Armut; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The centrality of quality education provisioning for all towards a better and socially just life is acknowledged globally. To date, however, there are still skewed gender differentials unfavourable to girls, thus impeding gender equality. In this paper I report on the reasons for leaving school early cited by out-of-school girls in North-West Province, South Africa. These reasons are juxtaposed against those cited by out-of-school boys to show how powerful gender as "positioning in discourses" appears to be. Structured focus group interviews using the adapted version of "Masitsa's inventory" were conducted. Qualitative data were coded and analysed based on frequency tables. The findings reveal that more girls than boys say they leave school early owing to: repeated failure; long distance to and from school; pregnancy; poverty; ill-health; attraction of odd jobs; looking after siblings; lack of motivation; early marriage, and criminal activity. The conclusion, therefore, is that if schools in the context of the community can become sustainable learning environments privileging girls' concerns, they can assist in resolving these problems of skewed gender differentials. This could lead towards achievement of a socially just life for all. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01