Brighton: Institute of Development Studies, IDS, 1998. 31 p.
Colclough, Christopher
Rose, Pauline
Tembon, Mercy
IDS working paper 78
This paper suggests a simple model for the relationships between poverty, schooling and gender inequality. It argues that poverty at both national and household levels is associated with an under-enrolment of school age children, but that the gendered outcomes of such under enrolment are the product of cultural practice, rather than poverty per se. Using detailed case study material from two African countries, evidence is presented to show the variety and extent of adverse cultural practice which impede the attendance and performance of girls at school, relative to boys. It follows that gender inequalities in schooling outcomes, measured in both qualitative and quantitave terms, will not necessarily be reduced as incomes rise.
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