Journal of Multilingual Education and Inclusive Schooling | 05 May 2006
Gender Dynamics in Education Among Sub-Saharan African Girls in South Africa: An Ethnographic Exploration
M, p, h, o, K, h, u, m, a, l, o, ,, K, g, o, l, o, k, o, S, i, t, h, o, l, e, ,, N, k, o, s, a, n, a, M, k, h, i, z, e
Abstract
Sub-Saharan African girls in South Africa face significant gender dynamics that affect their educational experiences. An ethnographic approach was employed, involving participant observation, interviews with educators and students, and document review in selected schools across South Africa's diverse regions. Girls reported a higher prevalence of school-related harassment compared to boys (45% vs. 20%), particularly in rural areas where educational infrastructure is less developed. The study underscores the need for comprehensive gender-sensitive policies and interventions to address these challenges effectively. Schools should implement gender-neutral anti-harassment programmes, and policymakers must prioritise equitable resource distribution to support girls' education.