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|Title:||Factors that affect girls' access to and retention in school in Mali: 1965-1992|
|Author(s):||Soumare, Aminata Maiga|
|Doctoral Committee Chair(s):||Trent, William T.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Sociology of
|Abstract:||This research examines the factors that prevent girls from accessing and persisting in school on an equal basis with boys in Mali. It seeks to identify the most significant factors and those that can be affected by policy.
The working hypothesis of this study is that besides the commonly researched and known hindrances, inequities also result from poor political commitment, and inadequately designed and/or implemented policies. The key issues addressed are demands coming from the family, supply of places and resources from the government including educational policy factors, and school related factors affecting parents' demand decisions. The questions are how each of these factors impacts girls' schooling and which ones are more significant.
The study's significance lies in the fact that it is the only scientifically conducted effort to date, geared toward the analysis of girls' schooling in Mali. It is also unique in that, it is conducted at a time of reform when it can provide data that can help identify problem areas and guide decision makers in their new strategies towards enhancing girls' schooling. Furthermore, while the literature shows studies addressing one category of factors at a time, this study seeks to control for all of the major determinants so that each can be put in perspective.
The survey data collection included both direct interviews and questionnaire administration to stratified random samples. The Likert-type questionnaires also included open-ended questions. The total sample size is 724 participants. The data analysis included some descriptive statistics and multivariate analyses.
The key findings contradict the belief that most parents in developing countries just refuse to depart from their religious, cultural and traditional values by educating girls. It rather appears that given a chance, most parents will send their daughters to school. Parents, however, live in areas without schools, or so far from school that they fear for the safety of their daughters. Furthermore, no form of government investment/assistance exists in some areas that could free girls up from home labor. In conclusion, parents need more information, opportunities, and incentives if girls are to attend and continue school.
|Rights Information:||Copyright 1995 Soumare, Aminata Maiga|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9543731|