Malawian Teachers' Perceptions of Gender and Achievement in the Context of Girls' Underachievement

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This article examines a group of Malawian teachers' views of the relationship between gender and achievement in order to highlight their participation in students' constructions of gendered identities, which in turn have an impact on achievement. Based on a survey with 35 teachers and interviews with 20 of them, the study on which this article is based shows how teachers position boys as high achievers and girls as low achievers. The teachers drew on a number of identity-related concepts that included sexuality, notions of femininity, differential gender socialization in the home, and self image to explain girls' underachievement. I discuss the implications of the findings and suggest how teachers can be encouraged to have a more positive attitude towards girls and their achievement.

Public identifier: 
http://dx.doi.org/10.3167/ghs.2014.070206
Type of resource: 
Media Type: 
Digital Document (pdf, doc, ppt, txt, etc.)
Language(s): 
English
Date created: 
2014
Is this resource freely shareable?: 
Not shareable
Scientific discipline: 
Country coverage: 
Time period covered: 
2014
Intended target sector: 
Total energy: 
227

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arroyo_lidia's picture

Article about how the student's achievements are mediated by teachers' perceptions of gender and achievement

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