The Gender-Education-Poverty Nexus: Kenyan Youth's Perspective on Being Young, Gendered and Poor

Autor/inn/en	Chege, Fatuma N.; Arnot, Madeleine
Titel	The Gender-Education-Poverty Nexus: Kenyan Youth's Perspective on Being Young, Gendered and Poor
Quelle	In: Comparative Education, 48 (2012) 2, S.195-209 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2011.608897
Schlagwörter	Poverty; Females; Economically Disadvantaged; Role of Education; Young Adults; Adolescents; Foreign Countries; Masculinity; Gender Differences; Interviews; Correlation; Sex Role; Self Concept; Employment; Equal Education; Educational Attainment; Kenya + Suchen Sie Ihr Suchwort? Armut; Weibliches Geschlecht; Bildungsauftrag; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Männlichkeit; Geschlechterkonflikt; Interviewing; Interviewtechnik; Korrelation; Geschlechterrolle; Selbstkonzept; Dienstverhältnis; Bildungsabschluss; Bildungsgut; Kenia
Abstract	This article argues that the role of education within the gender-poverty debate needs to be reconceptualised. It stresses the importance of conceptualising the gender-education-poverty nexus as a cluster of complex interactive combinations and bonds in which education outcomes are shaped by, and shape, both poverty and gender. The aim of the paper is to contribute towards a greater understanding of this set of interrelations. It does so by drawing on findings from research in Kenya in which a sample of 24 young people (brothers and sisters aged 16-25) living in 18 poor households were interviewed. These young men and women with varying levels of formal schooling discussed the complex relationships they perceived between their education, gender relations in the community, and the adult lives they hoped to build. Young men wished to build a life in the community whilst some of the young women were keen to marry and leave. Female and male youth were aware of gender changes in identities and roles and how they might challenge the respect associated with particular forms of masculinity. Although weakening of gender boundaries in employment was observed, these appeared to be more associated with young people's survival strategies than with gender equality promoted by schools. (Contains 9 notes and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10