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Co-education and the erosion of gender stereotypes in the Zambian Copperbelt

Evans, Alice (2014) Co-education and the erosion of gender stereotypes in the Zambian Copperbelt. Gender and Development, 22 (1). pp. 75-90. ISSN 1355-2074

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Identification Number: 10.1080/13552074.2014.889346


This paper explores how single-sex and co-education affect girls' and boys' gender beliefs and relations. Earlier research in sub-Saharan Africa suggests that co-educational schools are sites of male intimidation, violence, and unequal power relations. Meanwhile single-sex education is said to enhance girls' self-confidence, improve their academic scores, and enable them to act as leaders, in a safe space, absent of boys. However, recent qualitative research in the Zambian Copperbelt suggests that co-education may actually be more conducive to gender equality. Seeing girls demonstrate equal competence in mixed-sex classes can undermine gender stereotypes, on the part of girls and boys alike. The research also calls into question assumptions that single-sex education is necessarily better at enhancing girls' self-confidence and protecting them from intimidation and male violence.

Item Type: Article
Official URL:
Additional Information: © 2014 Oxfam GB Routledge
Divisions: Geography & Environment
Subjects: H Social Sciences > HM Sociology
L Education > LB Theory and practice of education > LB2300 Higher Education
Date Deposited: 27 Aug 2014 14:33
Last Modified: 20 Jun 2021 00:48

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