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|Title:||The impact of gender stereotype on recruitment of women in secondary schools in Magwi County, Eastern Equatoria, South Sudan|
Women in secondary schoos
|Publisher:||Kampala International University, College of Education, Open and Distance Learning|
|Abstract:||An investigation of the Impact of Gender Stereotype on Recruitment of Women in secondary schools was conducted in Nimule and Pageri towns in Magwi county, southern Sudan. The variables considered include: forms of gender stereotype in society, its effects in the society and the attempts to curb it. The general survey research design was used, methods used in data collection include: oral interviews, questionnaire, observation and photograph taking in the societies. The study revealed that the major forms of Gender Stereotype in Nimule and Pageri towns were: Traditional belief 40.00%, cultural setting 25.33%, sex role 13.33% and Gender discrimination and stereotyping in classrooms 21.33%. However, the dominant one being the traditional belief accounting for 40.00% of the various forms of stereotyping in Magwi County. The study further revealed that Gender Stereotype affects the development by hindering the contribution of women in the country especially on political, social cultural and economic systems, through entrenchment of patriarchy, inequality in job opportunities, uneven access to resource control, high school drop out of girl child, heavy domestic work load for women who can even do better than the men, low income for the family because its only men who work in lucrative jobs, domestic violence and sexual harassment at work places. The researcher established what has been done to protect the women and girl child. This includes: women's liberation movement, international law on the principles of equity between men and women, recruitment and education strategies. The study came up with the following recommendations; public awareness, improving girls education, strengthening gender analysis and providing assistance to policies and institutions that promote gender equality.|
|Description:||A research report submitted in partial fulfillment of the requirements for the award of the Degree of Bachelor of Arts with education of Kampala International University|
|Appears in Collections:||Bachelor of Education|
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