"A Girl Never Finishes Her Journey": Mixing Methods to Understand Female Experiences of Education in Contemporary Ethiopia

Autor/in	Camfield, Laura
Titel	"A Girl Never Finishes Her Journey": Mixing Methods to Understand Female Experiences of Education in Contemporary Ethiopia
Quelle	In: Research Papers in Education, 26 (2011) 4, S.393-412 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671520903350297
Schlagwörter	Learner Engagement; Females; Educational Objectives; Outcomes of Education; Foreign Countries; Economic Factors; Educational Experience; Gender Bias; Enrollment Trends; Qualitative Research; Statistical Analysis; Case Studies; Urban Areas; Academic Aspiration; Political Influences; Educational Attainment; Ethics; Cultural Context; Ethiopia + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Ausland; Ökonomischer Faktor; Bildungserfahrung; Geschlechterstereotyp; Qualitative Forschung; Statistische Analyse; Case study; Fallstudie; Case Study; Urban area; Stadtregion; Political influence; Politischer Einfluss; Bildungsabschluss; Bildungsgut; Ethik; Äthiopien
Abstract	Much research has suggested that focusing on the determinants of female enrolment and dropout tells us little about girls' experiences of schooling in developing countries and cannot explain variation in their educational trajectories. This paper draws on quantitative (n = 1177) and qualitative data (n = 15) collected by "Young Lives" in Ethiopia to explore the educational experiences of girls aged 11-15 living in five rural and urban communities. It focuses on the diversity in girls' experiences and outcomes that can be obscured by simple quantitative measures and aggregated data. As this diversity is often attributed to individual motivation or "culture", the paper investigates the relationship between accounts of local norms and individual aspirations and experiences. Finally, it uses a comparative case study of two urban schoolgirls to contextualise educational outcomes and explore the processes behind them. The paper concludes that even when measured outcomes are expanded to include "student engagement" the methodological focus on the individual neglects the social, material and political-economic factors that shape their educational trajectories. This makes it more difficult to understand girls' aspirations and experiences or support their schooling. (Contains 6 tables and 18 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10