State, status and the status quo: Factors affecting the education of girls in Cameroon

This article was designed to make a comprehensive comparative analysis of mathematics achievement for females and males at the upper primary education level. It was also aimed at investigating the extent of association between females' maths achievement and school ownership, and probing into existing gender stereotypes among the minds of schoolchildren. To this end, the article has employed both objective and subjective data-gathering instruments. The instruments were applied to 309 boys and 302 girls drawn from 10 schools (five government and five non-government) on the basis of diversified sampling techniques. The results of data analyses revealed that mathematics achievement was strongly associated with student gender, and girls' achievement was significantly lower than that of boys'. However, girls' mathematics performance did not show significant difference in government and non-government schools. Further, it was evident that traditional stereotypes, which favour male dominance in mathematical ability, were still prevalent at a modest level in the schools studied.

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Transforming female aspirations to real presence: The case of higher education in Cameroon

Aki¹

2019

Educ. Res. Rev.

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Higher education for females is an indicator of development, democracy and gender equity, particularly necessary for a nation like Cameroon which attempts to become an emerging country by 2035. Hence, this paper is focused on ascertaining female aspirations to higher education for access and effective participation. In so doing, a study that employed a semi-structured questionnaire collected data from 977 female students about the level of schooling they aspired to attain, the underlying reasons for their choices and their prospected barriers. Simple percentages, chi-square analysis and logistic regression analysis showed that female student' aspirations for higher education were high, challenging the roles of higher education institutions. However, these high aspirations were based on the expectations that higher education participation and completion would be beneficial to the overall development of females and their integration into the world of work. Nevertheless, these aspirations were also tempered by barriers, and to this effect it is recommended that higher education school curricula be reformed to suit the needs of these female aspirers. Equally, financial constraints could be curbed through scholarships and donations from ex-student associations and university systems. Irrespective of this, constant research in this area is necessary as aspirations are complex, dynamic and contextual.

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State, status and the status quo: Factors affecting the education of girls in Cameroon

Cited by 4 publications

References 3 publications

Comparative and International Education Bibliography (1994)

Comparative and International Education Bibliography (1994)

Girls' Performance in Mathematics in Upper Primary Schools of Addis Ababa

Transforming female aspirations to real presence: The case of higher education in Cameroon

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