Gender differences in the schooling experiences of adolescents in low-income countries: the case of Kenya
Mensch, B.S.; Lloyd, C.B.
Studies in Family Planning 29(2): 167-184
1998
ISSN/ISBN: 0039-3665 PMID: 9664630 DOI: 10.2307/172157Document Number: 274609
Although a growing proportion of young people is spending some time in school between puberty and marriage, little research on education in developing countries has been focused on adolescent issues. The paper examines the school environment in Kenya and the ways it can help or hinder adolescents. Gender differences are considered with a view toward illuminating some factors that may present particular obstacles or opportunities for girls. Using both qualitative and quantitative data, 36 primary schools in rural areas in three districts of Kenya were studied during May-August 1996. These schools are chosen to reflect the spectrum of school quality in the country. The focus in this study is on primary schools because the majority of adolescents in school attend primary school. In these schools, where considerable variation in performance and parental educational status is found, disorganization coexists with strict punishment, minimal comforts are lacking, learning materials are scarce, learning is by rote, and sex education is not provided. In the primary school leaving exam, girls' performance is poorer than that of boys. Teachers' attitudes and behaviour reveal lower expectations for adolescent girls, traditional assumptions about gender roles, and a double standard about sexual activity.