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dc.contributor.authorKadiri, Kevin A
dc.description.abstractA robust education institution that responds to gender issues is paramount in overcoming socio-cultural norms that are discriminative to either sex. The third goal of the now defunct MDG‟s targeted eliminating gender disparities in education institutions by the end of 2015; this however has not been fully achieved to date. While several studies have focused on separation of the sexes and education outcomes, there is little information from studies on the comparative effects of separating the sexes with regards to gender-based discrimination and violence. The study therefore sought to fill in this critical gap by comparatively determining whether and how, the single-sex or mixed sex grouping of schools affects the occurrence, form, and severity of gender based discrimination and violence in the schools. The study was guided by the following objectives: to identify forms of gender based discrimination in secondary schools; To compare patterns of gender based discrimination among female and male students in single and mixed sex schools; To compare students‟ perception of the opposite sex among female and male students in single and mixed sex schools; and To compare and Assess students‟ perceptions on teachers‟ attitudes towards them in single and mixed sex schools The study was exploratory and descriptive utilizing guided self-administered questionnaires for the students and key informant interviews with selected teachers for data collection. In total, the study had 317 students taking part with majority being males (66%). 27% of the respondents were from mixed sex schools while 73% were from single boys/ girls schools. Both qualitative and quantitative approaches were used in data analysis. The study findings indicate differences in the patterns of gender-based discrimination between single and mixed sex schools. Abuses that border physical aggression and violence are meted more towards the males while those that are non-violent but may have a huge psychological effect are meted more towards the females. The study showed that due to certain socially constructed beliefs, unfounded or not, determines how either sex is viewed. From the study, mixed sex schools are more gender conscious compared to the single sex schools. Moving forward, unless schools are cognisant of the major role they play in shaping students‟ attitudes and behaviour with regards to gender and until they are provided with the required resources including training, education institutions will continue promoting gender inequalities albeit unintentionally. This therefore has the potential to limit both the boys and the girls from fully acquiring the requisite skills to enhance their success in school and after school.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.subjectGender Based Discriminationen_US
dc.titleGender Based Discrimination and Violence Among Secondary School Studentsen_US

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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States