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

 

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dc.creator Zuze, Tia Linda
dc.creator Lee, V.E.
dc.date 2012-12-03T12:05:34Z
dc.date 2012-12-03T12:05:34Z
dc.date 2007-12
dc.date.accessioned 2015-05-28T10:05:03Z
dc.date.available 2015-05-28T10:05:03Z
dc.date.issued 2015-05-28
dc.identifier http://hdl.handle.net/11090/39
dc.identifier.uri http://hdl.handle.net/11090/39
dc.description Although 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.language.iso eng
dc.publisher Southern Africa Labour and Development Research Unit
dc.title Gender Equity in Mathematics Achievement in East African Primary Schools: Context Counts
dc.type Report
uct.type.publication Research en_ZA
uct.type.resource SALDRU Report en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Commerce en_ZA
dc.publisher.department SALDRU en_ZA
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


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