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AbstractInTthisTpaper,TITseekTtoTidentifyTwhichTfactorsTaffectTtheTSocio-EconomicTandTgenderTinequalityTregardingTtheTeducationTofTgirlsTandTboys,TasTwellTasofTwomenTandTmen,TacrossTtwoTcohortsTofTmarriedTwomenTinTBangladesh.TInTparticular,TITlookTatTtheTrelativeTimportanceTofTanTindividualTwoman’sTownTeducationalTbackgroundTandTthoseTofTherTspouseTandTotherTfamilyTmembersTinTshapingTherTattitudesTtowardTgenderTequalityTinTeducation.InequalityTisTlikeTanTepidemicTforTaTcountryTwhichTdestroysTaTcountry’sTdevelopmentTnotTonlyTforTaTgenerationTbutTalsoTforTaTlongTperiodTofTtime.TAmongTallTkindsTofTinequalitiesTgenderTinequalityTisTtheTextremeToneTasTitTaffectsTallTotherTsectors.TAsTwomenThasTcontributionTinTallTsectors.TBringingTwomenTintoTtheTmainstreamTeconomic activitiesTandTensuringTequalTopportunityTisToneTofTtheTmajorTtargetsTofTMillenniumTDevelopmentTGoalsTasTpursuedTbyTtheTgovernmentTofTBangladesh.IntroductionITaimTtoTaddTtoTthisTbodyTofTworkTbyTlookingTatTchangesTinTattitudesTregardingTsomeTaspectsTofTSocioEconomicTandTgenderTinequalityTdueTtoTeducationTinTBangladeshTduringTaTperiodTofTrapidTsocialTtransformation.TThisTworkTisTofTparticularTsignificanceTforaTnumberTofTreasons.TFirstTwhileTinTdevelopedTcountriesTwithThighqualityTdatasets thereThaveTbeenTmanyTanalysesTofTgenderTnormsTandTattitudes,TinTdevelopingTcountrieswithTlessThigh-qualityTdataTthereThaveTbeenTrelativelyTfewTstudiesTonTgenderTnorms,TandTthoseTthatThaveTbeenTconductedThaveTbeenTrestrictedTtoTsmallTsamplesTandTtoTtopicsTsuchTasTattitudesTregardingTreproductiveTdecision making,TsexTpreferencesTforTchildren,TandTviolenceTagainstTwomen.TInTaddition,TmostTofTtheTresearchTconductedTinTdevelopingTcountriesThasTfocusedTonTusingTattitudesTasTexplanatoryTvariablesTforTaTnumberTofToutcomes,TratherTthanTasToutcomeTvariablesTinTtheirTownTright.PreviousTresearchTonTeducationTandTgenderTnormsThasTprimarilyTfocusedTonTtheTquestionTofTwhetherTeducationTisTaTliberalizingTinfluenceTorTaTconstraintTonTattitudesTregardingTgenderTequality.TTheTresultsTofTtheseTstudiesTare,TtoTsayTtheTleast,TequivocalT(KaneT1995).TITsituateTmyTanalysisTonTchangingTattitudesTregardingTgirl’sTeducationTwithinTtheToverallTcontextTofTeducationalTexpansionTinTBangladesh,TandTtheTdefinitionsTofTsexrolesTandTexpectationsTinTtheTculture.TBecauseTITprovideTquantitativeTevidenceTonTtheTdeterminantsTofTgenderTeducationTnormsTinTBangladesh,TmyTworkTalsoTcomplementsTtherelatedTearlierTworkTbyTSchulerTandTcolleagues,TwhichTinvolvedTindepthTinterviewsTandTgroupTdiscussionsT(see,Te.g.,TSchulerTetTal.T2006T(andTtheTreferencesTtherein)).BackgroundTBangladeshTprovidesTanTinterestingTcontextTforTanTanalysisTofTtheTchangesTinTgenderTnormsTregardingTeducation.TTheTgrowthTinTaccessTtoTeducation,TandTespeciallyTinTaccessTtoTsecondaryTeducationTforTgirls,TmayTbeTBangladesh’sTmostTdramaticTachievementTinTtheTlastTtwoTdecades.TInTtheTareaTofTfemaleTsecondaryTeducation,TBangladeshTstandsToutTasTaTshiningTsuccessTstoryTamongTlow-incomeTcountries,TBangladesh’sTprogressTisTespeciallyTcommendableTbecauseTtheTgrowthTinTfemaleTeducationTtookTplaceTwithinTaTdemocraticTregime,TandTstartedTfromTaTveryTlowTbase. FigureT1:TEnrollmentTratesTinTEducationTable:T1TGrossTenrollmentTratesTofTboysTandTgirlsTbyTlevelTandTregion Primary (GradeT1-5) LowerTSec. (GradeT6-8) Secondary (GradeT9-10) HigherTSecondaryT(11-12) Boys Girls Boys Girls…

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