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    Co-education and the erosion of gender stereotypes in the Zambian Copperbelt

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    Author(s)
    Evans, Alice
    Editor(s)
    Sweetman, Caroline
    Publication date
    2014-03-20
    Subject
    Education
    Gender
    Keywords
    Girls' education
    Co-education
    Single-sex education
    Gender stereotypes
    Gender equality
    Gender and Development Journal
    GaD
    Country
    Zambia
    
    Metadata
    Show full item record
    Publisher(s)
    Oxfam GB
    Routledge
    Journal
    Gender & Development
    URI
    http://hdl.handle.net/10546/314369
    DOI
    10.1080/13552074.2014.889346
    Document type
    Journal article
    Language
    English
    Description
    This paper explores how single-sex and co-education affect girls' and boys' gender beliefs and relations. Earlier research in sub-Saharan Africa suggests that co-educational schools are sites of male intimidation, violence, and unequal power relations. Meanwhile single-sex education is said to enhance girls' self-confidence, improve their academic scores, and enable them to act as leaders, in a safe space, absent of boys. However, recent qualitative research in the Zambian Copperbelt suggests that co-education may actually be more conducive to gender equality. Seeing girls demonstrate equal competence in mixed-sex classes can undermine gender stereotypes, on the part of girls and boys alike. The research also calls into question assumptions that single-sex education is necessarily better at enhancing girls' self-confidence and protecting them from intimidation and male violence. This article is hosted by our co-publisher Taylor & Francis. For the full table of contents for this and previous issues of this journal, please visit the <a href="http://www.genderanddevelopment.org">Gender and Development</a> website.
    Pages
    15
    ISSN
    1355-2074
    EISSN
    1364-9221
    ae974a485f413a2113503eed53cd6c53
    10.1080/13552074.2014.889346
    Scopus Count
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