The Impact Of Traditional Gender Role Socialization On Gender Inequality In Primary Education A Case Study In Bati Woredaoromia Special Zone Amhara Region

The general objective is to create understanding on how the existing traditional gender rolernsocialization is the cause for the existing gender inequality in primary education in research Woreda.rnA combination of quantitative and qualitative methods employed, basically the qualitative one.rnChildren, in their primary school age, have learnt/nurtured their personal gender behaviour andrnpractices in their locality by different gender socialization institutions (family, community, religion,rnschools) or actors that act simultaneously, function in different forms and mutually reinforcingrnthrough different means. Consequently, the primary education system that has been established withrnthe responsibility of cultivating the new generation with modern way of thinking is actually workingrnits part in reinforcing and perpetuating the existing traditional gender socialization through therneducation policy and the primary school environment means. Hence, children learnt their genderrnidentities by observing their role model experiences, studying behaviours and practices in the formrnof stories, jokes, playing together, music, drama, art, pictures. Subsequently, children learning andrnpractising their socially assigned gender specific gender roles makes a gender difference in boys’rnand girls’ education performances. For instance, commonly girls migrate to Jeddah to be domesticrnservant; and boys to Afar Region and Djibouti for generating additional income for their family; thatrnwas one of the major causes for students school drop out in the research Woreda.rnThe common educational indicators trends in research Woreda showed an increase in enrolmentrnrate, decrease in drop out and in repetition rates. Whereas, the qualitative finding asserted that thosernnominal educational statistical progresses do not mean an increase in qualitative of education.rnBesides, when these trends analysed and interpreted from gender perspective, the five years trendsrnin school enrolment and repetition for girls’ and boys’ showed almost a proportional result. While,rnthe schools’ drop out trend showed boys were the most affected than girls’. This signifies that in thernexisting traditional gender role socialization, though girls are the most affected, boys are alsornaffected in their primary education. Furthermore, equality in quantity (in enrolment) is not enoughrnfor achieving gender equality in education, unless the quality of education is maintainedrnIn general, gender equality is an important aspect of ‘quality of education’. But, gender equality in primary education cannot be assumed without engendering the gender socializing agents primarily.rnHence, to mainstream gender in the primary education system, all socializing agents need to be first gender friendly; and holistic, strategic approaches are imperatives in a given locality

Get Full Work

Report copyright infringement or plagiarism