The effects of family background on pupils' academic achievement in Mozambique

Robinson, Elizabeth A.

doi:10.1016/0738-0593(93)90036-y

Cited by 3 publications

(1 citation statement)

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“…Research in other parts of Africa shows a similar trend, and several explanations have been offered to account for girls' low achievement, including sex-grouped schooling (Katapa and Swilla 1999;Lee and Lockheed 1990), family background (Maqsud and Khalique 1991;Robinson 1993), teacher's gender (Mallam 1993;Sayers 1994) and gendered school experiences (Dunne et al 2005). However, these factors do not fully explain how achievement becomes gendered, as they simply point to the problematic nature of schooling and deflect attention away from girls.…”

Section: Introductionmentioning

confidence: 88%

Constructions of Malawian boys and girls on gender and achievement

Kamwendo

2010

Gender and Education

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Gender differences in achievement have been widely documented and a number of feminists, particularly from the West, have used the concept of identity to explain them. This paper draws on constructions on gender and achievement generated through surveying 59 boys and 103 girls from four secondary schools, as well as interviewing 40 of the girls in order to contribute to our understanding of identity construction in an African context. The data show that the majority of boys and girls support dominant gender norms, but there is some indication of fluidity. Thus, the notion of identity formation is crucial to the analysis and interpretation of the findings, as it highlights the possibility for agency and change, since gender identities are not stable. IntroductionPrevious research demonstrates that girls underachieve relative to boys in both the Junior Certificate Examination taken in Form 2 (age 16) and the Malawi School Certificate of

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