Constructions of Malawian boys and girls on gender and achievement

Bibliographic Data

ID12231971
AuthorsMartha Kamwendo (University of Sheffield, corresponding author)
Year2010
Volume22
Issue4
Pages431-445
Publication date2010-02-05
Open AccessNo
TypeARTICLE
VenueGender and Education (JOURNAL)
Journal identifiersISSN: 0954-0253 • E-ISSN: 1360-0516
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540250903341112
OpenAlexW2029359565
LanguageEN
Citations received6
References cited18

Gender differences in achievement have been widely documented and a number of feminists, particularly from the West, have used the concept of identity to explain them. This paper draws on constructions on gender and achievement generated through surveying 59 boys and 103 girls from four secondary schools, as well as interviewing 40 of the girls in order to contribute to our understanding of identity construction in an African context. The data show that the majority of boys and girls support dominant gender norms, but there is some indication of fluidity. Thus, the notion of identity formation is crucial to the analysis and interpretation of the findings, as it highlights the possibility for agency and change, since gender identities are not stable.

Developmental psychology · Sociology · Gender Studies · Microfinance and Financial Inclusion · Poverty, Education, and Child Welfare · Psychology

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