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Gender Differences in Educational Outcomes: Perspectives from Student-Teachers in Higher Education Institution in Dodoma, Tanzania

Ignasia Mligo, PhD


Women continue to earn less compared to men, are less likely to advance their careers
as far as men, and are more likely to spend their final years in poverty. Experiences
show that there are gender inequalities in educational performance and attainment in
higher education institutions (HEIs), particularly in the Tanzanian context. This article
aims to explore the views of student-teachers from HLIs regarding performance
differences between females and males, and what needs to be done to assuage the
situation. The study employed a qualitative methodology and a case study approach. A
total of 23 respondents participated in the study: 3 were lecturers, 20 were studentteachers;
while 13 were males and 10 were females from HEIs in Tanzania. Data was
generated through interviews, focus group discussions, and documentary review. The
findings from documentary review showed that the performance of female studentteachers
was low compared to male student-teachers. Findings from interviews
indicated that the involvement of female student-teachers in learning activities was low
compared to that of male student-teachers. To improve the situation, it is
recommended that HEIs managements institute policies for guidance and counselling
to both female and male students. Furthermore, HLIs need to urgently initiate research,
particularly from a gender perspective, to produce responsive and relevant policy,
accelerate gender policy dissemination, and translate policy into tangible actions.


gender equality, gender differences in educational outcomes, higher learning institutions, and student-teachers.

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