Language Policy and Girls’ Education in Francophone West and Central Africa
Bibliographic Data
| ID | 12426259 |
|---|---|
| Authors | Michele Penner Angrist (0000-0001-9394-6855, Union College, corresponding author) |
| Year | 2018 |
| Volume | 26 |
| Issue | 3 |
| Pages | 475-500 |
| Publication date | 2018-10-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Politics International Studies in Gender State & Society (JOURNAL) |
| Journal identifiers | ISSN: 1072-4745 • E-ISSN: 1468-2893 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/sp/jxy036 |
| OpenAlex | W2912870128 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
Across Africa, weak states, poverty, high fertility, and early marriage pose barriers to girls’ schooling. Francophone West and Central Africa registers the continent’s lowest female literacy rates, in part because it inherited a weak educational infrastructure at independence, and is home to Muslim communities that initially rejected schools of Christian origin. Policies insisting on exclusively French-medium instruction have also been an obstacle to girls’ schooling. Such schooling was perceived as preparation for state employment not expected of females. Moreover, French-medium schools were perceived as a cultural threat even as girls were central to communities’ efforts to resist assimilation
Economic growth · Economics · Fertility · French · Geography · Independence (probability theory · Literacy · Medium of instruction · Obstacle · Pedagogy · Political science · Population · Poverty · Sociology · State (computer science · African history and culture studies · Gender Studies in Language · Multilingual Education and Policy · Demography · Gender Studies
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |