Gender inequalities in primary schooling: The roles of poverty and adverse cultural practice |
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Institution: | 1. Department of Sociology, Umeå University, SE-90187 Umeå, Sweden;2. Department of Social Sciences, Sociology & Gender Studies, Mid Sweden University, Holmgatan 10, SE-851 70 Sundsvall, Sweden;3. Swedish Agency for Public Management, Box 8110, SE-104 20 Stockholm, Sweden |
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Abstract: | This paper suggests a simple model for the relationships between poverty, schooling and gender inequality. It argues that poverty—at both national and household levels—is associated with an under-enrolment of school-age children, but that the gendered outcomes of such under-enrolment are the product of cultural practice, rather than of poverty per se. Using detailed case study material from two African countries, evidence is presented to show the variety and extent of adverse cultural practice which impede the attendance and performance of girls at school, relative to boys. It follows that gender inequalities in schooling outcomes, measured in both qualitative and quantitative terms, will not necessarily be reduced as incomes rise. |
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