Constructions of Malawian Boys and Girls on Gender and Achievement

Autor/in	Kamwendo, Martha
Titel	Constructions of Malawian Boys and Girls on Gender and Achievement
Quelle	In: Gender and Education, 22 (2010) 4, S.431-445 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Females; Self Concept; Gender Issues; Foreign Countries; Gender Differences; Academic Achievement; Secondary School Students; Interviews; Identification (Psychology); Social Attitudes; Parent Attitudes; Biology; Interpersonal Relationship; Sexual Harassment; Student Attitudes; Malawi + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Selbstkonzept; Geschlechterfrage; Ausland; Geschlechterkonflikt; Schulleistung; Sekundarschüler; Interviewing; Interviewtechnik; Social attidude; Soziale Einstellung; Elternverhalten; Biologie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sexuelle Belästigung; Schülerverhalten
Abstract	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. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10