subject:(girls)

University of Zambia

1. M'soni, Joseph. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/417

► The purpose of the study was to investigate and compare the performance in mathematics of girls from basic and community schools. The study sought the… (more)

Subjects/Keywords: Girls-Mathematics; Girls-Academic Performance

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APA (6^th Edition):

M'soni, J. (2011). A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/417

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

M'soni, Joseph. “A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools .” 2011. Thesis, University of Zambia. Accessed December 05, 2019. http://hdl.handle.net/123456789/417.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

M'soni, Joseph. “A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools .” 2011. Web. 05 Dec 2019.

Vancouver:

M'soni J. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/123456789/417.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

M'soni J. A Comparative Study of Academic Performance of Girls in Mathematics: A Case of Chongwe District Basic and Community Schools . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/417

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

2. Malhan, Jyoti. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.

Degree: 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158663

► This research study was conducted as a qualitative case study of four successful science teachers of female students in a diverse, title 1, urban, public… (more)

Subjects/Keywords: Girls' School

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APA (6^th Edition):

Malhan, J. (2016). Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158663

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Thesis, Texas A&M University. Accessed December 05, 2019. http://hdl.handle.net/1969.1/158663.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Web. 05 Dec 2019.

Vancouver:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1969.1/158663.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158663

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

3. Muyeka, Vincent M. Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797

► Education is the foundation that we build upon for the rest of our lives. Education in the world is to ensure that it enables children… (more)

▼ Education is the foundation that we build upon for the rest of our lives. Education in the world is to ensure that it enables children both girls and boys from poor families enroll and complete a full course of primary school. Educating girls is one of the strongest ways not only to improve gender quality but in promoting economic growth and health development of families , communities and nations through human development. However, statistics from United Nations Declaration of Human Rights (UNDHR) show around 67 million children worldwide many of them girls do not get education opportunities and achievements due to war, famine, natural disasters and corruption. The purpose of this study was to investigate factors influencing girls’ enrolment in public primary schools in Mumias Division, Mumias District in Kakamega County. The objectives of the study included to establish how economic factors influence enrolment of girls in Public primary schools , investigate how family background factors influence enrolment of girls in public primary schools, determine how social factors influence enrolment of girls in public primary schools, establish how cultural factors influence enrolment of girls in public primary schools, determine how school and environmental factors influence enrolment of girls in public primary schools. The study population comprised of primary school headteachers , class teachers, class eight girls and parents of Mumias division, Mumias District in Kakamega county . Three questionnaires were used to collect data and interview guidelines for parents. They were summarized and analyzed descriptively using tables, frequencies and percentages. A pretest was carried out in three schools randomly selected from 24 primary schools to test validity and reliability. The study found out that a combination of factors contributed to low enrolment of girls in public primary schools. The key factors were funding of the primary schools by the Government of Kenya. Poverty played another role negatively. It was also evident that majority of parents and guardians of the girl child had low economic background. It was also revealed that most parents and guardians had not attained higher level of education. According to female respondents, the high number of siblings was another major factor. The community should be sensitized on girl child rights. The T.S.C needs to employ more teachers for smooth running of schools. School feeding programme to alleviate hunger should be introduced in schools. The Government should increase funding to cater for the essential necessities.

Subjects/Keywords: Girls' enrolment

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APA (6^th Edition):

Muyeka, V. M. (2012). Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muyeka, Vincent M. “Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District .” 2012. Thesis, University of Nairobi. Accessed December 05, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muyeka, Vincent M. “Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District .” 2012. Web. 05 Dec 2019.

Vancouver:

Muyeka VM. Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2019 Dec 05]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muyeka VM. Factors influencing girls' enrolment in public primary schools:A case of Mumias Division in Mumias District . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/11797

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

4. Mbolela, Rose Mumba. Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/419

► The study investigated the factors that contribute to girls' low completion of basic education in some selected schools of Chongwe District of Lusaka Province. The… (more)

▼ The study investigated the factors that contribute to girls' low completion of basic education in some selected schools of Chongwe District of Lusaka Province. The objectives of the study were to find out if the attitudes of girls towards school contribute to their low completion of basic education; to investigate if the school environment contributes to low completion of basic school education and to find out if the home environment has an effect on low completion of basic education among girls in some selected school s of Chongwe district. A case study design was used by the researcher. The target population for the study comprised teachers, pupils and parents in some selected schools in Chongwe district. A sample total of 139 respondents were selected. It consisted of sixty (60) teachers, forty two (42) pupils, and thirty (30) parents. The study was guided by the interaction theories such as labelling, where there is relationship between class and interaction. Another theory which guided the study was the conflict perspective of social stratification, where there is a relationship between class and academic achievement. Data was collected using questionnaires, semi structured interviews and Focus Group Discussions. Questionnaires were administered to the teachers while interviews were conducted with parents and Focus Group Discussions with the girls. Quantitative data was presented in percentages and frequency tables using a hand calculator while data from interviews and Focus Group Discussions was analysed qualitatively by coding and grouping similar themes together using constant comparative techniques. The target population comprised all the head teachers, teachers, pupils in grades eight and nine and parents of pupils in all the seven basic schools under study in Chongwe District.Data was largely analysed qualitatively. Data obtained through interviews and focus group discussions was analysed by coding and grouping the emerging themes. Some qualitative data was converted manually and summarized in order to obtain concise measures of the data by using descriptive statistics. The data was then presented quantitatively as percentages and in frequency tables using a hand calculator.The findings of the study revealed that girls' low completion of basic education was affected by girls' attitudes towards school, physical facilities found at schools, lack of models at school and home, parents' educational levels,distances between homes and schools and the poor relationships that existed between teachers and girls.

Subjects/Keywords: Girls' Completion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mbolela, R. M. (2011). Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/419

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mbolela, Rose Mumba. “Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District .” 2011. Thesis, University of Zambia. Accessed December 05, 2019. http://hdl.handle.net/123456789/419.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mbolela, Rose Mumba. “Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District .” 2011. Web. 05 Dec 2019.

Vancouver:

Mbolela RM. Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/123456789/419.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mbolela RM. Factors affecting Girls' Completion of Basic Education: The Case of some Basic Schools in Chongwe District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/419

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

5. Barrows, Louise Elizabeth. Social relationships of adolescent girls on relief.

Degree: MA, 1939, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:18213

Subjects/Keywords: Girls

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Barrows, L. E. (1939). Social relationships of adolescent girls on relief. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:18213

Chicago Manual of Style (16^th Edition):

Barrows, Louise Elizabeth. “Social relationships of adolescent girls on relief.” 1939. Masters Thesis, Michigan State University. Accessed December 05, 2019. http://etd.lib.msu.edu/islandora/object/etd:18213.

MLA Handbook (7^th Edition):

Barrows, Louise Elizabeth. “Social relationships of adolescent girls on relief.” 1939. Web. 05 Dec 2019.

Vancouver:

Barrows LE. Social relationships of adolescent girls on relief. [Internet] [Masters thesis]. Michigan State University; 1939. [cited 2019 Dec 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:18213.

Council of Science Editors:

Barrows LE. Social relationships of adolescent girls on relief. [Masters Thesis]. Michigan State University; 1939. Available from: http://etd.lib.msu.edu/islandora/object/etd:18213

University of Georgia

6. Winfield, Maria Inez. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.

Degree: PhD, Education, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd

► Language Observing Visual Explorations: After School Academic Program (LOVE: ASAP) is a participatory action qualitative research study. I listen to the voices of African American… (more)

Subjects/Keywords: African American Girls

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APA (6^th Edition):

Winfield, M. I. (2007). Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd

Chicago Manual of Style (16^th Edition):

Winfield, Maria Inez. “Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.” 2007. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd.

MLA Handbook (7^th Edition):

Winfield, Maria Inez. “Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.” 2007. Web. 05 Dec 2019.

Vancouver:

Winfield MI. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd.

Council of Science Editors:

Winfield MI. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd

University of Zambia

7. Daka-Sinkala, Effie. The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/591

► Education is a lifelong process that enables the continuous development of a person's capabilities as an individual and as a member of society. For a… (more)

▼ Education is a lifelong process that enables the continuous development of a person's capabilities as an individual and as a member of society. For a long time in the past,education was considered a preserve of the boy child by most families, because it was assumed that girls would get married. From the 1990" s it has been government policy to encourage the education of girls. In 1997, the Re-Entry Policy was introduced which allows girls who fall pregnant to continue school and go back to school after delivery.The Re-Entry Policy has since been implemented but what was yet to be seen was how far these children were coping with their dual role of being mother and pupil. This study, therefore, sought to examine the effects of this dual role on the school going-mothers' academic performance. The study was both comparative and descriptive and used both the qualitative and quantitative methods. The study was conducted in 16 schools in Lusaka District. The schools were drawn from two categories namely Basic and High schools. Eight schools were sampled from each category. Each school had a varying number of mothering pupils of which the equivalent were ordinary non-mothering randomly selected pupils.A total of 88 school girls participated from the two groups. There were also eight counsellors and 11 headteachers who participated in the study, bringing the total number of participants to 107.Questionnaires were administered to the 88 school girls. In addition, one in-depth interview was conducted with each of the pupils with babies or children. Furthermore,one in-depth interview was also conducted with the teachers who were the counsellors in those schools that provided the samples, and another in-depth interview conducted with headteachers of any of the schools visited by the researcher regardless of whether their schools provided a sample or not.The findings indicated that though the mothering school girls were happy that they were given a chance to go back to school, most of them were not coping with their dual role of being mother and school girl at the same time. Most of the pregnant or mothering school girls' performance was below average as they did not find enough time to do their schoolwork at home. This was more so because most of them had very young babies Branging in age from one month to a year. Because of this, the mothering school girls assumed full mothering responsibilities as soon as they went home. Also, three quarters of the pregnant or mothering school girls came from homes where their parents or Bguardians belonged to the low income bracket and as such could not afford to employ maids. The findings further revealed that very few mothering pupils were counselled on admission and in the months or years following re-admission. This was a serious oversight or neglect of duty by the counsellors in schools as the Re-Entry Guidelines clearly stipulate that all girls in such a situation should be counselled during and after pregnancy, and upon and several times after re-admission, to help them cope…

Subjects/Keywords: Pregnant – -School girls

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Daka-Sinkala, E. (2011). The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/591

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Daka-Sinkala, Effie. “The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District .” 2011. Thesis, University of Zambia. Accessed December 05, 2019. http://hdl.handle.net/123456789/591.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Daka-Sinkala, Effie. “The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District .” 2011. Web. 05 Dec 2019.

Vancouver:

Daka-Sinkala E. The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/123456789/591.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Daka-Sinkala E. The impact of pregnancy and child care resposibilities on academic performance among School going mothers in Lusaka District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/591

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

8. Simukwasa, Gideon. Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/633

► The main purpose of the research was to assess the effect of SAFE on improving girls' education in Zambia by examining the interventions put in… (more)

▼ The main purpose of the research was to assess the effect of SAFE on improving girls' education in Zambia by examining the interventions put in place by SAFE at Kabale Basic School and Lwitikila Girls Secondary School. The research assessed the impact of SAFE'S interventions on the academic achievement of girls in each of the two schools. Further, the research assessed the contribution of SAFE'S interventions to girls' access to education, retention, and to girls' assertiveness, self-awareness and leadership skills. The study population for the study was 1,110 people for both schools, and the sample size was 110. The study population comprised head teachers, deputy head teachers, senior teachers, heads of department, class teachers, SAFE overseers, SAFE pupils, non-SAFE pupils and SAFE committee members, who included some members of the school community. SAFE members constituted the largest number of respondents in the survey. There were also more female than male respondents in the entire sample. The response rate to the questionnaire was 100 percent. The study employed the quantitative and qualitative techniques of data collection. Primary data collection instruments included the questionnaire and the interview guide. Focus group discussions were also conducted. Secondary data was obtained from pupils' record cards, attendance registers, academic progress reports, school reports and other official school documents. The study found that SAFE had pursued interventions in HIV/AIDS, reproductive health, academic activities, life skills and giving material support to girls. SAFE performed well in improving girls' academic performance especially in Mathematics and Science. This was evidenced by the good Grade 9 and 12 examination results for girls who had been attending tuitions conducted by SAFE. SAFE also provided material and financial support and lobbied for girls' bursaries from cooperating partners. There was a rise in the number of girls who received bursaries from 2002-2005. In the area of reproductive health, there was a steady decline in unwanted pregnancies and early marriages, which was attributed to the education and sensitisation interventions employed by SAFE in each of the two schools. There was a rise in the reporting of cases that involved sexual abuse and forcing girls into early marriages. In addition, there was a rise in the number of girls who had voluntary counselling and testing after education and sensitisation conducted by SAFE. Statistics of the increased number of SAFE girls who attained leadership positions indicated that SAFE had equipped girls with life skills such as assertiveness and self-esteem. However, findings also revealed that SAFE did not have adequate material and financial resources to fully satisfy the needs of the children who needed support. Besides, SAFE membership was relatively small in comparison with the total girls' enrolment in each of the two schools. SAFE had largely achieved its objective of improving girls' education in terms of access, retention and…

Subjects/Keywords: Girls' Education – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Simukwasa, G. (2011). Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/633

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simukwasa, Gideon. “Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 .” 2011. Thesis, University of Zambia. Accessed December 05, 2019. http://hdl.handle.net/123456789/633.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simukwasa, Gideon. “Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 .” 2011. Web. 05 Dec 2019.

Vancouver:

Simukwasa G. Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/123456789/633.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simukwasa G. Effect of 'safe' on improving girls' education in Zambia: A case study of Kabale Basic and Lwitikila girls' Secondary School of Mpika, 2002-2005 . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/633

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

9. Silumbu, Zulu Mbonyiwe. Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010 .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/2993

► This study is entitled Perceptions and Practices towards Formal Education of Female children: A Case Study of Misisi and Roma townships: 2008 – 2010:OBJECTIVES OF… (more)

▼ This study is entitled Perceptions and Practices towards Formal Education of Female children: A Case Study of Misisi and Roma townships: 2008 – 2010:OBJECTIVES OF THE STUDY:The general objective for carrying out this study was to assess and compare the perceptions and practices of parents in Roma Township (high socio-economic area) and Misisi Compound (low socio-economic area) regarding girl child education. The specific objectives were:To examine the practices of parents/guardians regarding sending their children to school.To establish whether parents/guardians have been persuaded to accept that girl child education is as important as boys’.To investigate whether girls are being socialized differently from boys in terms of different roles in the home. To examine the views and practices by disaggregating the results in both areas. To establish how the parents/guardians in the two areas get their perceptions underlying their concept of girl child education, whether it is through the media or other sensitization programmes etc. STUDY SITE The selected sites were Roma which is a high cost suburb (approx. population 35,000 people- Census 2000) and Misisi which is a low cost unplanned settlement (population 100,000) METHODOLOGY:A sample of 200 parents with school age children was selected from Roma and Misisi.Data was collected through structured questionnaires and focus group discussions.DATA ANALYSIS:Data analysis was done using quantitative and qualitative methods to come up with descriptive statistics.STUDY FINDINGS:The study found more educated males than females in both areas. It established that the male and female respondents in both areas in practice favoured sending the boy to school over the girl.The majority of the respondents in both areas agreed that the public had received enough sensitization on the importance of sending girls to school and still sent more boys than girls. There were differences in opinions about the perceived anticipated levels of education for theirchildren with parents in Misisi favouring grade twelve level of education as enough and the parents in Roma preferring tertiary and further education as a better option. It was further established that the poor were socializing their children to perform the same house chores regardless of sex as a survival strategy whilst the rich were socializing their children in performing specific tasks according to sex. CONCLUSION:The study concluded that though the rich and the poor had heard and accepted the importance of sending a girl to school, factors that disadvantaged the girl were common with both groups. Culturally, acceptable values and norms that regard the male as the bread winner result in practices and attitudes that are gender biased in the socialization of the girl and of the boy. There are persistent practices that have not changed over time such as preference of sending boys to school over the girl regardless of the social background. RECOMMENDATIONS:The study recommended that gender biases in the homes could be addressed…

Subjects/Keywords: Girls Education-Zambia

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APA (6^th Edition):

Silumbu, Z. M. (2013). Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010 . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Silumbu, Zulu Mbonyiwe. “Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010 .” 2013. Thesis, University of Zambia. Accessed December 05, 2019. http://hdl.handle.net/123456789/2993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Silumbu, Zulu Mbonyiwe. “Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010 .” 2013. Web. 05 Dec 2019.

Vancouver:

Silumbu ZM. Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010 . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/123456789/2993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silumbu ZM. Practices towards formal education of female children: A case study of Misisi and Roma Townships: 2008-2010 . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

10. Dubyak, Erin A. "Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth.

Degree: MA, Women Studies, 2012, Oregon State University

URL: http://hdl.handle.net/1957/29499

► Within the U.S. there is a growing interest in the case of female adolescents being coerced into the sex industry (Bernstein, 2010; Estes & Weiner,… (more)

Subjects/Keywords: Women; Girls' Coalition

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APA (6^th Edition):

Dubyak, E. A. (2012). "Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/29499

Chicago Manual of Style (16^th Edition):

Dubyak, Erin A. “"Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth.” 2012. Masters Thesis, Oregon State University. Accessed December 05, 2019. http://hdl.handle.net/1957/29499.

MLA Handbook (7^th Edition):

Dubyak, Erin A. “"Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth.” 2012. Web. 05 Dec 2019.

Vancouver:

Dubyak EA. "Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth. [Internet] [Masters thesis]. Oregon State University; 2012. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1957/29499.

Council of Science Editors:

Dubyak EA. "Flying the plane as we build it" : a qualitative study of an organization's goals and actions toward the prevention of exploited female youth. [Masters Thesis]. Oregon State University; 2012. Available from: http://hdl.handle.net/1957/29499

University of Southern California

11. Sawatsky, Rachelle J. If Bess were a patron saint: writing my own feminism.

Degree: MFA, Fine Arts, 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3339

► The thesis represents an attempt to write to a "lost girl" and in so doing explores the problematics of writing from a position of marginality.… (more)

Subjects/Keywords: feminism; writing; girls

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APA (6^th Edition):

Sawatsky, R. J. (2013). If Bess were a patron saint: writing my own feminism. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3339

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sawatsky, Rachelle J. “If Bess were a patron saint: writing my own feminism.” 2013. Thesis, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3339.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sawatsky, Rachelle J. “If Bess were a patron saint: writing my own feminism.” 2013. Web. 05 Dec 2019.

Vancouver:

Sawatsky RJ. If Bess were a patron saint: writing my own feminism. [Internet] [Thesis]. University of Southern California; 2013. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3339.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sawatsky RJ. If Bess were a patron saint: writing my own feminism. [Thesis]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/319204/rec/3339

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

12. McNatty, Shannon. Girls Identity and Learning in Outdoor Education .

Degree: 2014, University of Otago

URL: http://hdl.handle.net/10523/4576

► This thesis examines the residential outdoor education programme of New Zealand’s St Cuthbert’s College, a private girls’ school, in which year 10 girls (14 years… (more)

▼ This thesis examines the residential outdoor education programme of New Zealand’s St Cuthbert’s College, a private girls’ school, in which year 10 girls (14 years old) live at the remote Kahunui campus for 28 days. The philosophy of Kahunui involves developing self-belief through a programme founded on building the girls’ strengths. They experience the outdoors through embodied adventure and journeys, building strong connections and relationships with others, creating environmental awareness and engaging in sustainable practices. The learning opportunities are wide ranging, with activities that enable the girls to be active, healthy, and challenge gender-based restrictions. The girls are removed from many aspects of familiarity in their city lives. The research questions focus on the effect of the Kahunui programme on the girls’ sense of identity and outdoor learning. In addition, the study explores the girls’ transition and return to their regular lives and the long-term impact of the experience. A social constructionist research methodology was employed and twelve semi-structured interviews were carried out with: (1) staff at Kahunui; (2) staff at the St Cuthbert’s College campus; (3) current students at Kahunui; and (4) previous Kahunui students. Observational data from both Kahunui and St Cuthbert’s was obtained along with the researcher’s insights. On the girls return from Kahunui, St Cuthbert’s staff reported significantly altered social dynamics, which affected the girls’ learning and attitudes in both the short and long term. This study demonstrates that development of identity is a dynamic process, mediated and influenced by the diversity of the girls’ experiences. The research highlights the girls’ development of insight and character from their perspectives and understandings of the experience at Kahunui. As well as learning the physical skills of the outdoor pursuits, the girls gain insights regarding the lifelong values and behaviours from continued participation in the outdoors. The girls demonstrate positive relationships with others and nature, an understanding of healthy lifestyles and sustainable practices, and an enhanced sense of self both as a young person and as a woman. This study indicates clear pedagogical links between the Kahunui outdoor education programme and the vision and key competencies of the New Zealand curriculum. It also highlights the importance of support by both senior management and the school community for the philosophy and pedagogy of a successful outdoor programme. Advisors/Committee Members: Boyes, Mike (advisor).

Subjects/Keywords: Girls; Outdoors; Education

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APA (6^th Edition):

McNatty, S. (2014). Girls Identity and Learning in Outdoor Education . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/4576

Chicago Manual of Style (16^th Edition):

McNatty, Shannon. “Girls Identity and Learning in Outdoor Education .” 2014. Masters Thesis, University of Otago. Accessed December 05, 2019. http://hdl.handle.net/10523/4576.

MLA Handbook (7^th Edition):

McNatty, Shannon. “Girls Identity and Learning in Outdoor Education .” 2014. Web. 05 Dec 2019.

Vancouver:

McNatty S. Girls Identity and Learning in Outdoor Education . [Internet] [Masters thesis]. University of Otago; 2014. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10523/4576.

Council of Science Editors:

McNatty S. Girls Identity and Learning in Outdoor Education . [Masters Thesis]. University of Otago; 2014. Available from: http://hdl.handle.net/10523/4576

University of Illinois – Urbana-Champaign

13. Taaffe, Claudine Olivia. Black girl gaze: A visual (re)membering of black girlhood as an act of resistance.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/90942

► Despite the academic potential or achievement of Black girls in American schools, they are still thought to be loud, deviant, hypersexual, violent and needing to… (more)

▼ Despite the academic potential or achievement of Black girls in American schools, they are still thought to be loud, deviant, hypersexual, violent and needing to be saved (Brown, 2009; 2013). The influence of these stereotypes about Black girls coupled with historical inequities in the education of Black students (Chatelain, 2015; Siddle-Walker, 1996; King, 1995; Ladner, 1971) continues to negatively impact their educational experiences and severely limit their pathways to success (Morris, 2007; Evans-Winters, 2005; African American Policy Forum, 2015; National Women’s Law Center, 2014). Saving Our Lives, Hear Our Truths (SOLHOT) is an arts-infused, afterschool space housed within a public middle school that is dedicated to documenting the lived experiences of Black girls for the purpose of collectively producing knowledge that is relevant, Black girl-centered, directed toward policy-makers, researchers and stakeholders in education and speaks back to the stereotypes about Black girls. The overall purpose of this interdisciplinary and qualitative dissertation is to share research based on relevant literature, interviews of the girls in SOLHOT, documentary photographs, reflexive field notes and participant observations for the purpose of simultaneously constructing counter-narratives to the stereotypes about Black girls in education and reimagining narratives about Black girls’ lives that center their lived realities as they see it. In response to the negatively constructed images of Black girls in education (i.e. deviant, loud, hypersexual, violent, needing to be saved), more specifically, the objective of this research is to examine, understand and document the knowledge about the realities of girlhood Black girls collectively (re)member and construct using photography and text. In SOLHOT, Black girls share their life stories, using a camera as a tool for interrogating notions of power, voice, agency and representation as articulated within the stereotypes of Black girls in education and use those photographs to document their counter-narratives to those stereotypes and unapologetically share their photos with the world. Few bodies of literature, if any, in Education, African American Studies, or Women’s Studies discuss specifically, the engagement of Black girls and visual methods, thus an important and necessary contribution of this research. The following research questions guide this research project: 1. What negatively constructed images of Black girls as community members and middle school students have SOLHOT participants been forced to consume? 2. How do Black girls see themselves in relationship to school and community? Specifically, what are the counter-narratives that SOLHOT participants construct using photography and text as the primary documentation of such narratives? 3. What influence does the use of visual methods in SOLHOT offer to traditional visual methodology? Specifically, I argue that an intentional combination of critical/active listening (on the part of the… Advisors/Committee Members: Brown, Ruth Nicole (advisor), Brown, Ruth Nicole (Committee Chair), Anderson, James D. (committee member), Span, Christopher (committee member), Lugo, Alejandro (committee member).

Subjects/Keywords: Black girls; photography

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APA (6^th Edition):

Taaffe, C. O. (2016). Black girl gaze: A visual (re)membering of black girlhood as an act of resistance. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90942

Chicago Manual of Style (16^th Edition):

Taaffe, Claudine Olivia. “Black girl gaze: A visual (re)membering of black girlhood as an act of resistance.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 05, 2019. http://hdl.handle.net/2142/90942.

MLA Handbook (7^th Edition):

Taaffe, Claudine Olivia. “Black girl gaze: A visual (re)membering of black girlhood as an act of resistance.” 2016. Web. 05 Dec 2019.

Vancouver:

Taaffe CO. Black girl gaze: A visual (re)membering of black girlhood as an act of resistance. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2142/90942.

Council of Science Editors:

Taaffe CO. Black girl gaze: A visual (re)membering of black girlhood as an act of resistance. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90942

14. Malek, Parveenbanu M. Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -.

Degree: Education, 2014, INFLIBNET

URL: http://shodhganga.inflibnet.ac.in/handle/10603/41448

Abstract avalible

Appendix given

Advisors/Committee Members: Shah, A D.

Subjects/Keywords: Girls; Social

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APA (6^th Edition):

Malek, P. M. (2014). Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -. (Thesis). INFLIBNET. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/41448

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Malek, Parveenbanu M. “Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -.” 2014. Thesis, INFLIBNET. Accessed December 05, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/41448.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Malek, Parveenbanu M. “Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -.” 2014. Web. 05 Dec 2019.

Vancouver:

Malek PM. Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -. [Internet] [Thesis]. INFLIBNET; 2014. [cited 2019 Dec 05]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/41448.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malek PM. Impact of social problems on scholastic achievement of girls of minority secondary school of gujarat state; -. [Thesis]. INFLIBNET; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/41448

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Dalhousie University

15. Friesen, Valerie. 'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia.

Degree: MA, Department of International Development Studies, 2010, Dalhousie University

URL: http://hdl.handle.net/10222/13075

► This study explores the impact of sport on the lives of 15-19 year old female participants in the Physically Active Youth program in Namibia by… (more)

Subjects/Keywords: girls; gender; Namibia; sports; agency

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APA (6^th Edition):

Friesen, V. (2010). 'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/13075

Chicago Manual of Style (16^th Edition):

Friesen, Valerie. “'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia.” 2010. Masters Thesis, Dalhousie University. Accessed December 05, 2019. http://hdl.handle.net/10222/13075.

MLA Handbook (7^th Edition):

Friesen, Valerie. “'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia.” 2010. Web. 05 Dec 2019.

Vancouver:

Friesen V. 'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia. [Internet] [Masters thesis]. Dalhousie University; 2010. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10222/13075.

Council of Science Editors:

Friesen V. 'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia. [Masters Thesis]. Dalhousie University; 2010. Available from: http://hdl.handle.net/10222/13075

Dalhousie University

16. Lapalme, Josée. Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls.

Degree: MA, School of Health & Human Performance, 2011, Dalhousie University

URL: http://hdl.handle.net/10222/14323

► The physical and social environments of a neighbourhood can cause and/or reduce stress for residents. However, we know relatively little about the neighbourhood-level stressors and… (more)

Subjects/Keywords: neighbourhood; stress; adolescence; adolescent girls

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APA (6^th Edition):

Lapalme, J. (2011). Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/14323

Chicago Manual of Style (16^th Edition):

Lapalme, Josée. “Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls.” 2011. Masters Thesis, Dalhousie University. Accessed December 05, 2019. http://hdl.handle.net/10222/14323.

MLA Handbook (7^th Edition):

Lapalme, Josée. “Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls.” 2011. Web. 05 Dec 2019.

Vancouver:

Lapalme J. Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls. [Internet] [Masters thesis]. Dalhousie University; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10222/14323.

Council of Science Editors:

Lapalme J. Neighbourhood Impacts on Stress: Perspectives of Adolescent Girls. [Masters Thesis]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/14323

Dalhousie University

17. Whittle, Krista. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.

Degree: MA, School of Health & Human Performance, 2011, Dalhousie University

URL: http://hdl.handle.net/10222/14362

► The purpose of this mixed methods study was to better understand the relationship between physical activity and academic achievement of girls in grades three to… (more)

Subjects/Keywords: Physical activity; girls; academic achievement

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APA (6^th Edition):

Whittle, K. (2011). An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/14362

Chicago Manual of Style (16^th Edition):

Whittle, Krista. “An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.” 2011. Masters Thesis, Dalhousie University. Accessed December 05, 2019. http://hdl.handle.net/10222/14362.

MLA Handbook (7^th Edition):

Whittle, Krista. “An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.” 2011. Web. 05 Dec 2019.

Vancouver:

Whittle K. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. [Internet] [Masters thesis]. Dalhousie University; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10222/14362.

Council of Science Editors:

Whittle K. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. [Masters Thesis]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/14362

University of Georgia

18. Register, Mark David. Adjudicated girls and therir mothers: an exploration of perceptual relationships.

Degree: PhD, Counseling Psychology, 2004, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/register_mark_d_200408_phd

► Research on girls involved in the juvenile justice system is limited, but growing. A recurrent complaint made by those doing the research on girls is… (more)

Subjects/Keywords: Adolescent girls

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APA (6^th Edition):

Register, M. D. (2004). Adjudicated girls and therir mothers: an exploration of perceptual relationships. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/register_mark_d_200408_phd

Chicago Manual of Style (16^th Edition):

Register, Mark David. “Adjudicated girls and therir mothers: an exploration of perceptual relationships.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/register_mark_d_200408_phd.

MLA Handbook (7^th Edition):

Register, Mark David. “Adjudicated girls and therir mothers: an exploration of perceptual relationships.” 2004. Web. 05 Dec 2019.

Vancouver:

Register MD. Adjudicated girls and therir mothers: an exploration of perceptual relationships. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/register_mark_d_200408_phd.

Council of Science Editors:

Register MD. Adjudicated girls and therir mothers: an exploration of perceptual relationships. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/register_mark_d_200408_phd

University of Georgia

19. Liljestrom, Anna Maria Viktoria. "I'm no angel but that doesn't mean that I can't fly": working class girls' constructions of identities within the context of a youth center for "at-risk" girls in the Southern U.S.

Degree: PhD, Education (Educational Psychology), 2005, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/liljestrom_anna_m_200512_phd

► This study aimed at outlining the constructions of identities of a group of adolescent girls placed at a center for “at-risk” girls in the southern… (more)

▼ This study aimed at outlining the constructions of identities of a group of adolescent girls placed at a center for “at-risk” girls in the southern U.S. Utilizing an ethnomethodologically and ethnographically inspired research methodology, the study focused on how the girls perceived possibilities as well as restrictions for producing their identities within the context of the youth center. The findings show how the construction of “at-riskness” employed at the center centered on constructions of femininity that placed characteristics associated with White, middle class norms as the ideal, and while the “at-risk” identity was attributed individuals its’ classed and raced origins were not acknowledged. This complicated the rehabilitation strategies in several ways. The participating girls’ reasoning round acceptable feminine identities differed considerably from those of the staff and other local authorities, marginalizing the hegemonic discourses to which they were expected to conform. Sensing an alienation from the values and constructions of femininity perpetuated in the formal educational programs offered by the volunteers at the center the girls resisted the activities and their positioning in various ways. Furthermore, the establishment of membership among the other girls at the youth center required a conduct that was incompatible with the favored “preppy,” “lady-like” positioning, and this work, often, took precedence over other objectives and affected the relationships and rehabilitation strategies of the program. The opposing perspectives and objectives magnified the girls’ “problems” in that they generated daily conflicts between the girls’ and staff and volunteers which obscured other important objectives related to the girls’ present and future social, educational and/or career situation. Devising the coolness and toughness that constituted central aspects of the core competence in an acceptable membership among their peers complicated the girls’ ability to perform satisfactory in all aspects of the therapeutic plan at the youth center as well as other educational contexts. The findings contribute to the on-going discussions on equity and education and especially questions regarding the diverse needs of adolescent girls and the most productive focus in the construction of educational contexts. Advisors/Committee Members: Kathleen B. deMarrais.

Subjects/Keywords: Adolescent Girls

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APA (6^th Edition):

Liljestrom, A. M. V. (2005). "I'm no angel but that doesn't mean that I can't fly": working class girls' constructions of identities within the context of a youth center for "at-risk" girls in the Southern U.S. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/liljestrom_anna_m_200512_phd

Chicago Manual of Style (16^th Edition):

Liljestrom, Anna Maria Viktoria. “"I'm no angel but that doesn't mean that I can't fly": working class girls' constructions of identities within the context of a youth center for "at-risk" girls in the Southern U.S.” 2005. Doctoral Dissertation, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/liljestrom_anna_m_200512_phd.

MLA Handbook (7^th Edition):

Liljestrom, Anna Maria Viktoria. “"I'm no angel but that doesn't mean that I can't fly": working class girls' constructions of identities within the context of a youth center for "at-risk" girls in the Southern U.S.” 2005. Web. 05 Dec 2019.

Vancouver:

Liljestrom AMV. "I'm no angel but that doesn't mean that I can't fly": working class girls' constructions of identities within the context of a youth center for "at-risk" girls in the Southern U.S. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/liljestrom_anna_m_200512_phd.

Council of Science Editors:

Liljestrom AMV. "I'm no angel but that doesn't mean that I can't fly": working class girls' constructions of identities within the context of a youth center for "at-risk" girls in the Southern U.S. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/liljestrom_anna_m_200512_phd

University of Georgia

20. Dodd, Katherine Anne Marie. The influence of a summer residential honors program experience on the social and emotional development of gifted young women.

Degree: MA, Education of Gifted, 2006, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/dodd_katherine_a_200605_ma

► While many studies have addressed gifted girls’ difficult social and emotional development and certain societal obstacles that influence that development, there is limited research regarding… (more)

Subjects/Keywords: Gifted Girls

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APA (6^th Edition):

Dodd, K. A. M. (2006). The influence of a summer residential honors program experience on the social and emotional development of gifted young women. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dodd_katherine_a_200605_ma

Chicago Manual of Style (16^th Edition):

Dodd, Katherine Anne Marie. “The influence of a summer residential honors program experience on the social and emotional development of gifted young women.” 2006. Masters Thesis, University of Georgia. Accessed December 05, 2019. http://purl.galileo.usg.edu/uga_etd/dodd_katherine_a_200605_ma.

MLA Handbook (7^th Edition):

Dodd, Katherine Anne Marie. “The influence of a summer residential honors program experience on the social and emotional development of gifted young women.” 2006. Web. 05 Dec 2019.

Vancouver:

Dodd KAM. The influence of a summer residential honors program experience on the social and emotional development of gifted young women. [Internet] [Masters thesis]. University of Georgia; 2006. [cited 2019 Dec 05]. Available from: http://purl.galileo.usg.edu/uga_etd/dodd_katherine_a_200605_ma.

Council of Science Editors:

Dodd KAM. The influence of a summer residential honors program experience on the social and emotional development of gifted young women. [Masters Thesis]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/dodd_katherine_a_200605_ma

University of Alberta

21. Bach, Hedy. Listening to girls' voices: narratives of experience.

Degree: MEd, Department of Elementary Education, 1993, University of Alberta

URL: https://era.library.ualberta.ca/files/gt54kq50p

Subjects/Keywords: Teenage girls.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bach, H. (1993). Listening to girls' voices: narratives of experience. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/gt54kq50p

Chicago Manual of Style (16^th Edition):

Bach, Hedy. “Listening to girls' voices: narratives of experience.” 1993. Masters Thesis, University of Alberta. Accessed December 05, 2019. https://era.library.ualberta.ca/files/gt54kq50p.

MLA Handbook (7^th Edition):

Bach, Hedy. “Listening to girls' voices: narratives of experience.” 1993. Web. 05 Dec 2019.

Vancouver:

Bach H. Listening to girls' voices: narratives of experience. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2019 Dec 05]. Available from: https://era.library.ualberta.ca/files/gt54kq50p.

Council of Science Editors:

Bach H. Listening to girls' voices: narratives of experience. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/gt54kq50p

Texas A&M University

22. Swigert, Tamra Ann. A comparative evaluation of the influence the Boys & Girls Club and Keystone Club programs had on alumni in regards to career and life experiences.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2633

► Boys and Girls Club kept me out of prison. It kept me focused in school and on life; and has made me a productive citizen… (more)

▼ Boys and Girls Club kept me out of prison. It kept me focused in school and on life; and has made me a productive citizen in the society. (Boys & Girls Club alum) This qualitative study evaluated and compared the influence of the Boys & Girls Club and Keystone Club programs on alumni in regards to their career and life experiences. Data were collected through personal interviews of each alumnus in the study. Each interview focused on the alumni?s experiences and benefits gained in either the six core areas of the Keystone Club program or the five core areas in which Boys & Girls Club members participate. The researcher asked staff from the Bryan and College Station Clubs to identify alumni for whom they still had contact information and would be likely to participate. The researcher then used the naturalistic inquiry approach to gather information regarding the experiences and benefits of alumni?s participation in the Keystone Club and Boys & Girls Club programs. The sample of convenience included 14 individuals who had participated in either program in the cities of Bryan or College Station, Texas. The major findings of the study were as follows: 1) All Boys & Girls Club alumni and Keystone Club alumni learned leadership skills through their participation in the programs; 2) All Boys & Girls Club alumni and Keystone Club alumni learned to interact with various cultures as a result of their exposure to the programs; 3) A greater number of alumni from the Keystone Club described ?goal setting? as a key lesson than did alumni from the Boys & Girls Club; 4) Alumni from the Keystone Club are more likely than the alumni from the Boys & Girls Club to give back to their community. Recommendations for the clubs include the implementation of community service projects in the Boys & Girls Club program as well as helping youth identify and set goals. For the Keystone Club program, a Job Shadow Day and a College Student Shadow Day were both recommended to help students identify future careers and explore higher education. Advisors/Committee Members: Boyd, Barry L. (advisor), Albrecht, Carol J. (committee member), Briers, Gary E. (committee member).

Subjects/Keywords: Boys & Girls Club; Keystone Club

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Swigert, T. A. (2009). A comparative evaluation of the influence the Boys & Girls Club and Keystone Club programs had on alumni in regards to career and life experiences. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2633

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Swigert, Tamra Ann. “A comparative evaluation of the influence the Boys & Girls Club and Keystone Club programs had on alumni in regards to career and life experiences.” 2009. Thesis, Texas A&M University. Accessed December 05, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2633.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Swigert, Tamra Ann. “A comparative evaluation of the influence the Boys & Girls Club and Keystone Club programs had on alumni in regards to career and life experiences.” 2009. Web. 05 Dec 2019.

Vancouver:

Swigert TA. A comparative evaluation of the influence the Boys & Girls Club and Keystone Club programs had on alumni in regards to career and life experiences. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2633.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Swigert TA. A comparative evaluation of the influence the Boys & Girls Club and Keystone Club programs had on alumni in regards to career and life experiences. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2633

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

23. Kadaba, Nisha. Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve.

Degree: 2011, University of Edinburgh

URL: http://hdl.handle.net/1842/5208

► As past experience has proven time and again, the education of girls and women can play a critical role in the advancement and economic growth… (more)

Subjects/Keywords: girls' education; environemntal education

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APA (6^th Edition):

Kadaba, N. (2011). Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kadaba, Nisha. “Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve.” 2011. Thesis, University of Edinburgh. Accessed December 05, 2019. http://hdl.handle.net/1842/5208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kadaba, Nisha. “Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve.” 2011. Web. 05 Dec 2019.

Vancouver:

Kadaba N. Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve. [Internet] [Thesis]. University of Edinburgh; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1842/5208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kadaba N. Girls in the Forest: A Promising Path to Empowerment and Poverty Alleviation through Environmental Education and Skill Building on the Mbaracayu Forest Reserve. [Thesis]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/5208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

24. BEFEKADU, ZELEKE. PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3739

► The main purpose of this study was to examine the current status of girls' participation in basic education in the rural areas of Oromia, identify… (more)

▼ The main purpose of this study was to examine the current status of girls' participation in basic education in the rural areas of Oromia, identify the major barriers i.e., in-school, and out-ofschool factors (socio-economic, socio-cultural and political) and indicate the major areas of intervention to the regional policy makers and educational planners. A descriptive survey method was employed to achieve this objective. Data from documents were obtained from the annual statistical abstracts of the MOE, Oromia Education Bureau, and the 1994 Housing and Population Census. Furthermore, questionnaires and structured interviews were administered to 42 teachers, 70 female students, 48 parents, and 50 out-of-school girls in the rural areas. Gross Enrollment Ratios, annual rate of growth, and percentages were calculated to examine the participation of girls in rural primary schools when compared with girls in urban areas and rural male students for the academic years 1994/95 to 1997/98. In addition, percentages, Chisquare, one way ANOVA and Tukey- HSD tests were used to analyse the data obtained from questionnaires and interviews. The results indicated that, in-school factors such as school schedule was identified as a common problem for both study areas. Moreover, absence of separate toilet for girls, and weak school-community relationships were found to be the major obstacles in Muslim areas. Furthermore, distance from home to school was identified as a problem in Christian areas, while the majority of in-school factors were not considered as major barriers in both study areas. On the other hand, all socio-economic factors were identified as major impediments in all areas. Most of the socio-cultural factors, on the other hand, were indicated as major obstacles in Muslim areas rather than in Christian areas except lack of interest in education, and low status of women in development activities which were identified as common problems. On top of this, political factors such as perception of limited range of paid occupations open to women, lack of upper primary and secondary schools, and low participation of local administrators to encourage girls' education were identified as common problems in both areas. Hence, it is concluded that in most cases, the participation of girls in formal basic education in the rural areas of Oromia is a function of out-of-school factors. Therefore, it is recommended that the regional policy makers and educational planners should pay more attention to increase the demand for education so as to increase the participation of girls in rural primary schools of the region. Advisors/Committee Members: Dr. Seyoum Teferra (advisor).

Subjects/Keywords: PROMOTING GIRLS; BASIC EDUCATION

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APA (6^th Edition):

BEFEKADU, Z. (2012). PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

BEFEKADU, ZELEKE. “PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA .” 2012. Thesis, Addis Ababa University. Accessed December 05, 2019. http://etd.aau.edu.et/dspace/handle/123456789/3739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

BEFEKADU, ZELEKE. “PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA .” 2012. Web. 05 Dec 2019.

Vancouver:

BEFEKADU Z. PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Dec 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

BEFEKADU Z. PROMOTING GIRLS' BASIC EDUCATION IN THE RURAL AREAS OF OROMIA . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

25. Yilma, Genene. Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4811

► Girls‟ migration to the Middle East has become a hot issue in Ethiopia. Hence, in Amhara National Regional State, North Wollo zone, specific place of… (more)

▼ Girls‟ migration to the Middle East has become a hot issue in Ethiopia. Hence, in Amhara National Regional State, North Wollo zone, specific place of Raya Kobo wereda the study has been conducted focusing on school girls‟ migration to the Middle East to examine its antecedences and consequences. The research has been conducted in two rural and two urban kebeles of primary and secondary schools. The purpose of the study is to find out what factors motivate school girls to migrate and to see what happened on girls as a result of migration. The research applied mainly the qualitative research method with the instruments of Key Informant Interview (KII), Focus Group Discussion (FGD), Document review and In-depth interview and also supported by quantitative data collection instrument-questionnaire. The research subjects were selected by systematic, purposive, simple random and snow ball sampling techniques. The research finding shows the driving factors for girls migration are; economic problem, family pressure, peer pressure, remittance pressure, teachers imposition, absence of job opportunity, proliferation of illegal brokers, money lenders and private agencies, low quality of education, drug addiction and existence of relatives in the Middle East. Hence, this has resulted in the following consequences: increase in school dropout, loss of interest to learn, physically and sexually abuse, low academic result, existence of interest conflicts between parents and daughters, loosen relationship with teachers and principals, loss of asset and displacement of parents with their daughters and influence on school boys regular class attendance. However, some have managed to generate assets for their families and themselves. In addition, the early marriage problem in the area has been dramatically decreased. Finally, the finding shows that the problem is very much interwoven and affecting different social sectors of the community. Hence, it requires collective efforts among government, Non-Governmental Organizations (NGOs) and other Community Based Organizations (CBOs) to mitigate existing problems in the area and retain girls in school.

Subjects/Keywords: Migration of School Girls

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yilma, G. (2013). Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4811

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yilma, Genene. “Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences .” 2013. Thesis, Addis Ababa University. Accessed December 05, 2019. http://etd.aau.edu.et/dspace/handle/123456789/4811.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yilma, Genene. “Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences .” 2013. Web. 05 Dec 2019.

Vancouver:

Yilma G. Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2019 Dec 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4811.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yilma G. Migration of School Girls from Raya Kobo Wereda to Middle East: Antecedents and Consequences . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4811

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

26. Dejene, Fikerte. Communication and Girls' Education: The Case of the Sidama Ethnic Group .

Degree: 2006, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4911

► The study was carried out in an effort to assess the communication strategies in the promotion of primary girls' education that targeted at the Sidama… (more)

▼ The study was carried out in an effort to assess the communication strategies in the promotion of primary girls' education that targeted at the Sidama people. Data were collected using focus group discussions, semi-structured interviews with key informants, informal interviews and observations were held. Data were collected from Gemeto Sawala, Abaye and Haramfama Kebeles. The outcome of the findings illustrated that coffee ceremonies, Idir, social gatherings, market places, weddings, mourning rituals and churches were found to be the major places for verbal means of information exchange for the Sidama people. Though the study area has traditional ways of information exchange mechanisms, both the society and the organizations working in the area do not seem to have benefited from the existing traditional ways of sharing information to promote girls' education. The most dominantly used existing medium is the community radio. The other major phenomena that began recently to be used by partners as modern means of communication operational in the area towards the enhancement of girls' education is the community dialogue though this practice is not very widely used as it is still at its infant stage. The target communities did not fully participate in the girls' education campaigns and were not actively involved. in this regard, it is unlikely that the participatory development communication aspect has worked as much as expected. The advocacy campaigns conducted in the schools were found to be much better than the activities of the community. Even though the community claimed to have developed awareness, there still existed lack of understanding of the value of girls' education especially among parents. The Sidama people were hardly getting messages in their own language. It is less likely that the target audience would identify themselves with the content of the posters and pictures that were posted to pass messages. It would, therefore, be advisable if wide-spread community sensitization programs are enhanced. These programs also need to strongly address the harmful nature of traditional practices such as abduction and early marriage. Sensitization programs also need to increase not only parental but also societal awareness of the value and benefits of girls' education. Advisors/Committee Members: Vaidyanathan Natarajan (PhD) (advisor).

Subjects/Keywords: Girls' Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dejene, F. (2006). Communication and Girls' Education: The Case of the Sidama Ethnic Group . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4911

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dejene, Fikerte. “Communication and Girls' Education: The Case of the Sidama Ethnic Group .” 2006. Thesis, Addis Ababa University. Accessed December 05, 2019. http://etd.aau.edu.et/dspace/handle/123456789/4911.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dejene, Fikerte. “Communication and Girls' Education: The Case of the Sidama Ethnic Group .” 2006. Web. 05 Dec 2019.

Vancouver:

Dejene F. Communication and Girls' Education: The Case of the Sidama Ethnic Group . [Internet] [Thesis]. Addis Ababa University; 2006. [cited 2019 Dec 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4911.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dejene F. Communication and Girls' Education: The Case of the Sidama Ethnic Group . [Thesis]. Addis Ababa University; 2006. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4911

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

27. Getinet, Leweyehu. The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7043

► The main purpose of this study was to investigate the extent to which the education services provided by Yekokeb Berhan program improve the education of… (more)

Subjects/Keywords: vulnerable girls and to identify

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Getinet, L. (2014). The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Getinet, Leweyehu. “The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program .” 2014. Thesis, Addis Ababa University. Accessed December 05, 2019. http://etd.aau.edu.et/dspace/handle/123456789/7043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Getinet, Leweyehu. “The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program .” 2014. Web. 05 Dec 2019.

Vancouver:

Getinet L. The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2019 Dec 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Getinet L. The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

28. SIYANE, ANILEY AMENTIE. THE CONTRIBUTION OF PARENTAL EDUCATION FOR GIRLS ACADEMIC ACHIEVEMENT THE CASE OF SELECTED REGIONS IN ETHIOPIA .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7745

► The purpose of this study was to describe the contribution of parental education for girls academic achievement. For undertaking this study, the relevant data were… (more)

Subjects/Keywords: parental education for girls

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

SIYANE, A. A. (2014). THE CONTRIBUTION OF PARENTAL EDUCATION FOR GIRLS ACADEMIC ACHIEVEMENT THE CASE OF SELECTED REGIONS IN ETHIOPIA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7745

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

SIYANE, ANILEY AMENTIE. “THE CONTRIBUTION OF PARENTAL EDUCATION FOR GIRLS ACADEMIC ACHIEVEMENT THE CASE OF SELECTED REGIONS IN ETHIOPIA .” 2014. Thesis, Addis Ababa University. Accessed December 05, 2019. http://etd.aau.edu.et/dspace/handle/123456789/7745.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

SIYANE, ANILEY AMENTIE. “THE CONTRIBUTION OF PARENTAL EDUCATION FOR GIRLS ACADEMIC ACHIEVEMENT THE CASE OF SELECTED REGIONS IN ETHIOPIA .” 2014. Web. 05 Dec 2019.

Vancouver:

SIYANE AA. THE CONTRIBUTION OF PARENTAL EDUCATION FOR GIRLS ACADEMIC ACHIEVEMENT THE CASE OF SELECTED REGIONS IN ETHIOPIA . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2019 Dec 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7745.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

SIYANE AA. THE CONTRIBUTION OF PARENTAL EDUCATION FOR GIRLS ACADEMIC ACHIEVEMENT THE CASE OF SELECTED REGIONS IN ETHIOPIA . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7745

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

29. SEID SERAJE, ABDULJELIL. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/572

► The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Guraghe zone. To achieve… (more)

▼ The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Guraghe zone. To achieve this objective different basic research questions were raised. The study employed concurrent mixed methods design with both quantitative and qualitative approaches. Considering the geographical area of the zone, cluster sampling technique was used and six schools were selected randomly. Student respondents were selected based on stratified sampling considering their sex, grade level and their parental SES. Teacher respondents also selected from each department by using stratified sampling technique and parents were chosen by using availability sampling technique. To triangulate the data primary and secondary sources of data were used. The primary data sources comprised students, teachers, principals, parents of girls, and Woreda and Zone education experts. As secondary source of data statistical and factual information of the zone education department and 2002 E.C first semester girl students’ examination result were analyzed and highly consulted. Depending on the research questions and the nature of respondents, a variety of data gathering tools including questionnaire, interview and observation were used. Percentage was predominantly used to indicate the extent of respondents’ opinion towards the issue raised. Besides, in order to see if there is a significant difference in girl students’ academic achievement as a result of their socio economic status independent sample t-test was computed. As the finding of the study indicated, the second cycle primary school repetition of girls is a serious problem throughout the zone. The study also revealed that low level of parental education, low level of parental involvement in their daughter education, household chores negatively affect girls’ academic achievement. School related factors like school facility, lack of role model female teachers, teachers’ attitudes also negatively affected girls academic performance. Thus based on the findings of this study, it is recommended that educational officials at various levels should promote and enhance awareness creation programs on gender issue in education to parents and other community members. Teachers and school principals should work jointly with girl students and their parents to improve girls’ academic performance. Moreover the local government and educational authorities, NGOs and the community should work jointly to support girls’ education by facilitating the schools with necessary inputs for girls, by updating teachers with gender issue in education. The schools themselves should create conducive environment to empower girls by assigning then as team leader and members in different school curricular activities. Female teachers should play a part in this regard. Advisors/Committee Members: Dr. Wanna Leka (advisor).

Subjects/Keywords: ACADEMIC ACHIEVEMENT; GIRLS' PERFORMANCE

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APA (6^th Edition):

SEID SERAJE, A. (2014). FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

SEID SERAJE, ABDULJELIL. “FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .” 2014. Thesis, Addis Ababa University. Accessed December 05, 2019. http://etd.aau.edu.et/dspace/handle/123456789/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

SEID SERAJE, ABDULJELIL. “FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .” 2014. Web. 05 Dec 2019.

Vancouver:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2019 Dec 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

30. Nkuene, Ruito I. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

► Education for Girl child is facing a major challenge in primary schools even at backdrop of massive enrolment in primary following free primary education. This… (more)

Subjects/Keywords: Academic performance of girls

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nkuene, R. I. (2012). Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nkuene, Ruito I. “Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .” 2012. Thesis, University of Nairobi. Accessed December 05, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nkuene, Ruito I. “Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County .” 2012. Web. 05 Dec 2019.

Vancouver:

Nkuene RI. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2019 Dec 05]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nkuene RI. Factors Influencing academic performance of girls in Kenya certificate of primary Education (KCPE) In public primary schools in Kenya: A case of Laare Division , Meru County . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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