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
Full text not available from this repository.Abstract
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: | http://policy-practice.oxfam.org.uk/ |
| 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: | 12 Dec 2024 00:42 |
| URI: | http://eprints.lse.ac.uk/id/eprint/59188 |
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