Open Access Open Access  Restricted Access Subscription or Fee Access

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

Ignasia Mligo, PhD

Abstract

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.

Keywords

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

Full Text:

PDF

References

Bartlett, L. & E. Mogusu. 2013. Teachers’ Understandings and Implementation of Learner-Centered

Pedagogy. In F. Vavrus & L. Bartlett (eds.), Teaching in Tension International Pedagogies, National

Policies, and Teachers’ Practices in Tanzania. Rotterdam: SENSE.

Bernard, H. R. 2013. Social Research Methods: Qualitative and Quantitative Approaches (2nd edn.).

Washington, DC: SAGE Publications, Inc.

EFA Assessment. 2000. Country Reports: Tanzania (Mainland). http://www2.unesco.org/wef/

countryreports/Tanzania/contents.html. Accessed on 23rd March. 2013.

EQUATE Project. 2008. Education From a Gender Equality Perspective, USAID’s Office of Women in

Development by the EQUATE Project, Management Systems International (Prime Contractor).

Forum for African Women Educationalists (FAWE). 2010. African Women in Institutions of Higher

Education: the Case Study of the University of Swaziland (Unpublished).

Haki Elimu. 2013. A Report on How School Environment Affects Student Achievement. An Investigation Into

the Relationship Between Secondary School Characteristics and Academic Performance in Tanzania. Dar

es Salaam, Tanzania.

Mbelle, A. V. Y. & J. Katabaro. 2003. A Research Report on School Enrolment, Performance and

Access to Education in Tanzania. Dar es Salaam: Mkuki na Nyota Publishers.

Miles, M. B. & M. A. Huberman,1994. Qualitative Data Analysis: An Expanded Sourcebook. Thousand

Oaks, CA: Sage.

Ministry of Education and Vocational Training (MOEVT). 2012. Basic Education Statistics in Tanzania

–2012 (BEST): National Data. Dar es Salaam: Government Press.

Mligo, I. R. 2016. Teachers’ Perceptions and Concerns About the Implementation of the 2005 ECE

Curriculum in Tanzania. Early Years: An International Research Journal, 36(4): 353–367. Doi:

Http://Dx.Doi.Org/10.1080/09575146.2015.1115825

Mlyakado, B. P. 2012. Gender and Education Opportunities in Tanzania: Do We Bridge the Gap of

Quality? Academic Research International, 3(3).

Neuman, W. L. 2011. Social Research Methods: Qualitative and Quantitative Approaches (7th edn.).

Boston, CA: Pearson Education Inc.

Sarantakos, S. 2005. Social Research (3rd edn.). New York, NY: Macmillan Press Limited.

Strauss, A. L. & J. M. Corbin, 1998. Basics of Qualitative Research : Techniques and Procedures for

Developing Grounded Theory (2nd edn.). Thousand Oaks, CA: Sage.

Tembon, M. 2008. Education Quality, Skills Development, and Economic Growth. In M. Tembon &

L. Fort (eds.), Girls’ Education in the 21st Century: Gender Equality, Empowerment, and Economic

Growth. Washington, DC: the World Bank.

UNESCO. 2000. Education for All: the Dakar Framework for Action. Dakar, Senegal. Http://Unesdoc.

Unesco.Org/Images/0012/001211/121147e.Pdf. Accessed on June 4. 2013

—. 2010. Advocacy Brief: Gender Issues in Higher Education, UNESCO Asia and Pacific Regional

Bureau for Education. Bangkok, Thailand.

Uwaifo, C. E. 2002. Parental Role in the Educational Advancement of Their Children in Nigerian

Schools. Paper Presented at an Education Summit in Onitsha, Anambra State, Nigeria.

Viera, A. J. & J. M. Garrett. 2005. Understanding Interobserver Agreement: the Kappa Statistic. Family

Medicine, 37(5), 360–363.

Yin, R. K. 2003. Case Study Research: Design and Methods (3rd ed.). Thousand Oaks, CA: Sage Publications

Refbacks

  • There are currently no refbacks.