When Girls Learn More Than Boys: The Influence of Time in School and Pedagogy in Botswana

Predicting early grade retention: A longitudinal investigation of primary school progress in a sample of rural South African children

“…(iii) sex ± though not always a significant risk factor, some North American (Dauber, Alexander, & Entwisle, 1993) and African (Fuller, Hua, & Snyder, 1994) studies have reported increased risk for retention in boys.…”

Leadership for adolescent girls: The role of secondary schools in Uganda

“…important role models for secondary school girls, par ticul ar ly in mathematics and science (Fuller, Hua, and Snyder 1994). My findings suggest a rather more complex situation.…”

“…The issue of female teachers acting as role models may also be a more complex one than has been found in some other contexts, including so-called `developed' countries (Fuller, Hua, and Snyder 1994). Women teachers do not tend to be present in the science and mathematics areas where they might be the most influential in reassuring girls that these subjects are accessible to them.…”

How Well Does Botswana’s Social Studies Curriculum Articulate Gender Issues? A Preliminary Overview

“…It appears the general expectation is to require teachers to deliver gender change within schools yet as a society we hardly reflect on the impact of the gendered role of male and female teachers within the national school systems particularly in developing countries. What is known is that both male and female teachers tend to have negative attitudes to the education of the girl-child and women (Fuller, Hua and Snyder 1994;Manathoko 1999). However, it is important to go beyond the dictate of the sex role theory by examining the specific consequences of being taught by a male or female teacher.…”