Uworwabayeho, A, Milligan,, LO and Kuchah, K (2021) Mapping the emergence of a gender gap in English in Rwandan primary and secondary schools. Issues in Educational Research, 31 (4). pp. 1312-1329. ISSN 1837-6290
Abstract
There is very limited evidence globally of the impact that learning in an unfamiliar language has on girls' educational outcomes. In Rwanda, children learn in English medium instruction (EMI) classrooms throughout the basic education cycle, with a recent policy change removing Kinyarwanda as the medium of instruction for the first three years. This paper maps the trends between girls' results in English examinations, their wider educational metrics and the rurality, poverty and gender bias of the district where they live. Results suggest that English results at the primary level cluster around a low pass for boys and girls. However, gender differences become apparent by the secondary 3 English examinations where boys are outperforming girls in every district. Gender differences cannot be explained in our analysis by how rural, poor or gender biased the district is. Our conclusions suggest the importance of going beyond linear assumptions between rurality, poverty, gender bias and girls' performance and we suggest further, in-depth, research of classroom dynamics, English development and out-of-school factors to explore how learning in English is particularly affecting girls.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This item is protected by copyright. This is an open access article under the terms of the CC-BY-ND 4.0 license. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Funding Information: | Funder Grant number ESRC (Economic and Social Research Council) ZR-C1430 ES/S001972/1 |
Depositing User: | Symplectic Publications |
Date Deposited: | 04 Nov 2021 16:42 |
Last Modified: | 11 Aug 2023 14:43 |
Published Version: | https://www.iier.org.au/iier31/uworwabayeho-abs.ht... |
Status: | Published |
Publisher: | Western Australian Institutes for Educational Research |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:179934 |
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