Does gender bias in primary school textbooks affect girls" educational achievement in the Gambia
Read Online

Does gender bias in primary school textbooks affect girls" educational achievement in the Gambia an assessment of the contributing factors. by Mary Patricia Smiley

  • 129 Want to read
  • ·
  • 4 Currently reading

Published by LCP in London .
Written in English

Book details:

Edition Notes

SeriesBA thesis Publishing 2004
ContributionsLondon College of Printing.
ID Numbers
Open LibraryOL15996620M

Download Does gender bias in primary school textbooks affect girls" educational achievement in the Gambia


is a platform for academics to share research papers. B. The Larger-Scale Girls’ Education Interventions Promoted by the World Bank V. Gender Bias in Textbooks in Developing Countries: Different Paths from Research to Action. A. Case Studies of Government Initiatives Concerning Gender Bias in Latin American Texts. B. We study the effect of elementary school teachers' beliefs about gender roles on student achievement. We exploit a natural experiment where teachers are prevented from self-selecting into schools. An analysis of Ministry of Education curricula and testing materials for gender bias with respect to boys‘/girls‘ achievement An analysis of the level of implementation in schools of relevant strategies as outlined in government documents Consultation with significant stakeholders.

In the Middle East, for instance, there is a significant difference between the educational achievements of girls and boys, and the highest levels of disparity between sexes in education worldwide. (Marshall, ) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students .   This post aims to outline some of the factors which might explain why girls outperform boys in education, focusing on factors external to the school such as changes in gender roles, the impact of feminism and women's empowerment. The Limitations of external factors in explaining differential educational achievement by gender. Gender equality in education. Main goals for gender equality in education are aimed to eliminate gender disparity not only in primary and secondary, but also in all levels of education. This will help to increase the number of women who are involved in politics, resulting in growth of .

Gender bias is evident as students move into the workforce. Men are more likely to be given jobs with higher status and higher salaries than women. Single-sex education (a school or program teaches only one sex) has often been mentioned as a remedy for the diminished self-concept girls must experience in schools where gender bias exists. the impact of gender differences on student’s academic performance in secondary schools in ndumberi division, kiambu county, kenya in science subjects and languages. mwiigi jane wangu a research project submitted in partial fulfillment of the requirement for the award of the postgraduate diploma in education of university of nairobi   These factors helped girls to over achieve. Oral exams also benefit girls as they have better developed language skills. These factors result in girls achieving educational success and leave boys behind. Teacher interaction. The way teachers interact with boys and girls also effects gender differences in achievement. to improve boys’ and girls’ achievement, particularly in English and literacy. It is to be seen as a companion piece to ‘Addressing Gender and Achievement: myths and realities’ (DCSF ) a document which dispels some of the current and unhelpful myths about gender and education.