NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ951041
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0954-0253
What Does It Mean to Be a Boy? Implications for Girls' and Boys' Schooling Experiences in Lesotho Rural Schools
Morojele, Pholoho
Gender and Education, v23 n6 p677-693 2011
A doctoral study on constructions of gender in Lesotho rural primary schools has found that meanings attached to children's identities play a role in undermining gender equality in schools. The study employed the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (conversations, observations and informal discussions), this article discusses boys' constructions of gender and their implications for gender in/equality in the schools. Analysis shows that being a boy was closely linked to certain qualities that every boy had to perfect. Boys' strivings to attain these qualities was the source of gender-based violence. Boys' failure to attain these qualities was the source of anguish and embarrassment for them. Gender inequality in the schools could be traced to forms of masculinities that boys were encouraged and pressured to perform. The conclusion provides strategies that Free Primary Education could employ to address the scourge of gender inequality in Lesotho schools. (Contains 11 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lesotho