Schools are for girls too : creating an environment of validation

Qualitative research has revealed the male-centeredness of educational institutions and the myriad ways in which schools favor boys -- an "environment of discouragement" is how Anderson-Leavitt, Bloch, and Soumare (1994) describe this situation. Improving the overall quality of education requires that girls" needs not be ignored, masked, or subsumed under the needs of "all" students; it necessitates re-envisioning teaching and learning processes through the lens of gender. This paper brings together findings from qualitative research in developing countries, mostly in Africa, to provide a textured portrait of the male-centered coeducational classroom; details of this portrait include classroom interactions, teachers" attitudes and expectations, assigned tasks and responsibilities, and school organization -- aspects which taken together present an environment of discouragement. However, the research findings also provide insight into what VanBelle-Prouty and Miske (1996) call an "environment of validation" for girls, and a quality learning environment for all children. Developing this environment of validation requires new ways of thinking. The paper proposes a gender-based approach to education policy planning and implementation (GAP), which contrasts sharply with the econometric research that has up until now influenced much of the thinking on girls" schooling. Key components of the GAP include: gathering and analyzing qualitative classroom and school-based data; using this information in creating and implementing policy at all levels of the education system; and making student- and school-related decisions with the active participation of teachers, administrators, parents, and community members. The final sections of the paper describe programs in Egypt, Malawi, and Guinea that contain elements of the GAP. In these projects and programs, educators, students, communities, and policymakers have begun to construct a quality educational environment for girls and boys. Includes references. (Author abstract, modified)