Gender Equity in Mathematics Achievement in East African Primary Schools: Context Counts

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dc.creatorZuze, Tia Linda
dc.creatorLee, V.E.
dc.date2012-12-03T12:05:34Z
dc.date2012-12-03T12:05:34Z
dc.date2007-12
dc.date.accessioned2015-05-28T10:05:03Z
dc.date.available2015-05-28T10:05:03Z
dc.date.issued2015-05-28
dc.descriptionAlthough primary school enrollment is gradually on the increase in the developing world, differences in mathematics achievement between girls and boys persist. A complex combination of factors that is related to issues of the home environment, the school context, and national policy influences the performance of female students when compared to their male peers. We focus on three countries in East Africa with a female disadvantage in mathematics achievement and use data from 8,795 primary school students in 529 schools. We explore the influence of contextual factors and organizational processes that are associated with better overall performance and with the improved gender distribution of achievement.
dc.identifierhttp://hdl.handle.net/11090/39
dc.identifier.ris TY - Report DA - 2015-05-28 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - Gender Equity in Mathematics Achievement in East African Primary Schools: Context Counts TI - Gender Equity in Mathematics Achievement in East African Primary Schools: Context Counts UR - http://hdl.handle.net/11090/39 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11090/39
dc.language.isoeng
dc.publisherSouthern Africa Labour and Development Research Unit
dc.publisher.departmentSALDRUen_ZA
dc.publisher.facultyFaculty of Commerceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.titleGender Equity in Mathematics Achievement in East African Primary Schools: Context Counts
dc.typeReport
uct.type.publicationResearchen_ZA
uct.type.resourceSALDRU Reporten_ZA
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