Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.

Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.

Document Type

Campus-Only Access for Five (5) Years

Degree Name

Doctor of Education (EdD)

Degree Program

Education (also CAGS)

Year Degree Awarded

2015

Month Degree Awarded

September

First Advisor

Ash Hartwell

Second Advisor

Cristin Smith Crispin

Third Advisor

Amanda Walker Johnson

Subject Categories

Education

Abstract

The persistence of gender inequality in education has received increased attention over the past few years. Findings from research studies have documented the hardships that girls experience in their day to day school life. Yet, more girls are being sent to school. This study explored the lived school experience of thirty girls in a public secondary school in Benin. Using a qualitative methodology informed by the grounded theory approach, the study investigated girls’ perception of their school experience and the meaning that this experience holds for them. Thirty girls were interviewed on their lived school experienced, and participant observation was also used as method of data collection. The findings revealed that greater attention is given to girls’ access to school than to their presence inside schools. The study found that gender practices in the school setting, informed by a culture of women’s subordination create an environment of oppression, discrimination, and discouragement for girls. Based on these findings, the study made policy recommendations.

Share

COinS