What Is Driving Gender Equality in Secondary Education? Evidence from 57 Developing Countries, 1970–2010

Despite global efforts to expand educational opportunities for women, gender inequalities persist in many developing countries. Addressing the root causes of gender inequalities in secondary education we ask whether such disparities persist because of low state capacity or low willingness. Based on gender- and age-specific educational attainment data for 57 developing countries in 1970–2010, our analysis indicates that willingness factors are central to understanding gender equality in education: ethnically heterogeneous countries and countries where Islam is the primary religion experience lower levels of equality. However, key capacity factors like a country’s income level are unrelated to gender differences in education.

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Do Gender Differences in Social Institutions Matter in Shaping Gender Equality in Education and the Labour Market? Empirical Evidences from Developing Countries

Social Indicators Research ◽

10.1007/s11205-019-02148-2 ◽

2019 ◽

Vol 147 (1) ◽

pp. 133-158 ◽

Cited By ~ 1

Author(s):

Lara Fontanella ◽

Annalina Sarra ◽

Simone Di Zio

Keyword(s):

Gender Differences ◽

Developing Countries ◽

Labour Market ◽

Gender Equality ◽

Social Institutions ◽

Equality In Education

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Gender differences in educational attainment at the primary and secondary education levels in Turkey

International Journal of Education Economics and Development ◽

10.1504/ijeed.2013.057705 ◽

2013 ◽

Vol 4 (4) ◽

pp. 313

Author(s):

Dilek Kilic

Keyword(s):

Gender Differences ◽

Secondary Education ◽

Educational Attainment ◽

Primary And Secondary Education ◽

Education Levels

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Significant Influences of Digital Literacy to Promote Gender Equity and Equality in Education

Gender Issues in Technical and Vocational Education Programs - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8443-8.ch011 ◽

2019 ◽

pp. 218-234

Author(s):

Chammika Mallawaarachchi

Keyword(s):

Gender Differences ◽

Gender Equity ◽

Digital Literacy ◽

Quantitative Research ◽

Learning Processes ◽

Gender Inequalities ◽

Digital Information ◽

Information Economy ◽

Digital Resources ◽

Equality In Education

This chapter shows the importance of digital literacy to enrich the concept of gender towards inequity and inequality to use digital resources. Digital resources are significant areas of the digital information economy. However, it has been observed that opportunities are given differently to genders to use digital resources that can enhance skills and knowledge. Therefore, to critically understand how gender matters in digital literacy is tested in the digital teaching environment. The study is based on quantitative research to illustrate that gender differences are the main hurdles in the learning of digital literacy. The study has found that gender differences are initiated from classroom interactions and goes up to collaborative learning processes. Finally, the research recommends that the emerging gender inequalities have to be considered critically to initiate and facilitate gender equity and equality.

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The gendered relationship with drunkenness among different generations in Mediterranean and Nordic countries

Nordic Studies on Alcohol and Drugs ◽

10.1177/1455072520904651 ◽

2020 ◽

Vol 37 (2) ◽

pp. 172-189 ◽

Cited By ~ 1

Author(s):

Sara Rolando ◽

Jukka Törrönen ◽

Franca Beccaria

Keyword(s):

Gender Differences ◽

Alcohol Consumption ◽

Social Norms ◽

Focus Groups ◽

Gender Equality ◽

Educational Level ◽

Comparative Approach ◽

Gender Inequalities ◽

Age Cohort ◽

Different Dimensions

The study adopts a qualitative comparative approach to better understand how different dimensions affect social norms regulating alcohol consumption. Female and male attitudes towards drunkenness were analysed on the basis of data from 27 focus groups involving a total of 166 participants from Italy, Finland and Sweden, grouped by age cohort (17–20 and 50–65 years) and educational level. Results suggest that gendered drinking norms may be affected more by the drinking culture than by the degree of gender equality, thus providing a possible explanation of why gender differences in drinking are not always consistent with broader gender inequalities.

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Is Gender Inequality a Barrier to Economic Growth? A Panel Data Analysis of Developing Countries

Sustainability ◽

10.3390/su13010367 ◽

2021 ◽

Vol 13 (1) ◽

pp. 367

Author(s):

Amaia Altuzarra ◽

Catalina Gálvez-Gálvez ◽

Ana González-Flores

Keyword(s):

Economic Growth ◽

Developing Countries ◽

Labour Market ◽

Panel Data Analysis ◽

Gender Inequalities ◽

Development Indicators ◽

The World ◽

Sub Saharan ◽

Equality In Education ◽

Ssa Countries

This study provides empirical evidence about the effects of various dimensions of gender inequalities (education, labour market and institutional representation) on economic growth. We use data from the World Bank Development Indicators database for the period 1990–2017. We initially use a large panel of 105 developing countries. Subsequently we study a panel with the sub-Saharan African (SSA) countries since this region is one of the poorest regions in the world. We estimate cross-country and panel regressions. The results suggest that gender equality in education contributes to economic growth and this is a common feature in developing countries. The contribution of equality in education to growth seems to be greater in the SSA countries than in the entire sample of developing countries. The female–male ratio of labour market participation is not statistically significant. We also find a significant link between the presence of women in parliaments and growth in the sample of all developing countries, while this relationship is negative for the SSA countries. It is likely that despite the increased participation of women in the political arena in these countries, women may still encounter major obstacles to altering political priorities and affecting economic growth.

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GENDER CONCEPT and ROLES FOR DEVELOPMENT

Scholarly Research Journal for Humanity Science & English Language ◽

10.21922/srjhsel.v9i46.1549 ◽

2021 ◽

Vol 9 (46) ◽

pp. 11381-11389

Author(s):

Subhash Singh

Keyword(s):

Gender Equality ◽

Educational Opportunities ◽

Educational Institutions ◽

Social Construct ◽

Gender Parity ◽

Quality And Outcomes ◽

The Difference ◽

Outcomes Of Education ◽

And Behavior ◽

Equality In Education

The paper examines the concept of gender and sex, the difference between gender and sex and explain the terms gender dynamics. Gender is a social construct that impacts attitudes, roles, responsibilities and behavior patterns of boys and girls, men and women in all societies. Increasing attention has been given to the importance of achieving gender equality in education. To date, however, most efforts have focused on addressing gender parity - an equal number or proportion of girls and boys accessing educational opportunities. Although simple gender parity may be easier to measure, gender equality encompasses a wider concept, of which gender parity is only a part. Gender equality moves beyond access and requires that girls and boys also experience the same levels of quality and outcomes of education. One of the key impediments to achieving gender equality in education is that it cannot be addressed in a vacuum; rather, educational institutions are products of the inequalities that exist in larger society.

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How Cities Erode Gender Inequality: A New Theory and Evidence from Cambodia

Gender & Society ◽

10.1177/0891243219865510 ◽

2019 ◽

Vol 33 (6) ◽

pp. 961-984 ◽

Cited By ~ 3

Author(s):

Alice Evans

Keyword(s):

Gender Equality ◽

Gender Inequality ◽

Natural Experiment ◽

Female Employment ◽

Opportunity Costs ◽

Gender Inequalities ◽

Country Level ◽

Male Breadwinner ◽

Garment Factories ◽

Equality In Education

Support for gender equality has increased globally, and studies of this trend usually examine individual- and/or country-level factors. However, this overlooks subnational variation. City-dwellers are more likely to support gender equality in education, employment, leadership, and leisure. This article investigates the causes of rural–urban differences through comparative, qualitative research in Cambodia. The emergence of rural garment factories presents a quasi-natural experiment to test the theory that female employment enhances support for gender equality. Rural female employment may diminish rural–urban differences in gender inequalities or there may be other important aspects of city-living (beyond female employment) that amplify support for gender equality. Drawing on Cambodian fieldwork, I suggest that cities raise the opportunity costs of the male breadwinner model, increase exposure to women in socially valued roles, and provide more associational avenues to collectively contest established practices. Interests, exposure, and association reinforce a snowballing process of social change. By investigating the causes of subnational variation, I advance a new theory of growing support for gender equality.

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Marginalisasi Perempuan Dalam Dunia Pendidikan

Musãwa Jurnal Studi Gender dan Islam ◽

10.14421/musawa.2008.61.37-55 ◽

2008 ◽

Vol 6 (1) ◽

pp. 37

Author(s):

Sri Eka Astutiningsih

Keyword(s):

Gender Equality ◽

Learning Process ◽

Teaching And Learning ◽

Human Life ◽

Gender Inequalities ◽

Fundamental Factor ◽

Critical Knowledge ◽

Teacher Student ◽

Biased Language ◽

Equality In Education

Women have experienced gender inequalities in many aspects of human life, including in education. Education which is ideally accessible equally for everyone, in fact, has been discriminative against women. There are many factors that bring about women marginalization in the field of education including: 1) a strong patriarchal culture; 2) gender biased curriculum, text books, and teaching and learning process; 3) curriculum evaluator, educational advisers, and teachers who does not have gender sensitivity. The most fundamental factor has been male dominated and oriented society. In order to develop more gender equal educational system, therefore, there is a need to restructure the gender biased,curriculum and develop an inclusive gender teaching and learning process. In the process of teaching and learning teachers have to encourage both male and female students to have critical knowledge, behavior, and awareness, emphasize the importance of gender equality, and avoid using gender biased language. There are three significant aspects included in the development of gender equality in curriculum: teacher, student, and the produced knowledge. Gender inequality that results in women marginalization in education, thus, should be eliminated. AU have to work hard hand in hand to be able to create gender equality in education.

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