Determinants of Educational Participation and Achievement of Women in the Third World: A Review of the Evidence and a Theoretical Critique

Abstract

This review discusses several factors that affect women’s participation and achievement in the formal educational system and that contribute to significant gender inequalities in education. Cultural norms and the division of labor within the home function to the detriment of girls, who are defined primarily as future mothers. Women in higher socioeconomic classes experience less restriction in gaining access to university, but cultural norms still lead them to select from a limited number of fields of study. The school experience of most women provides them with messages and practices that reinforce rather than challenge the sexual division of labor. Although the literature treats the various determinants of participation and achievement in a segmented, decontextualized manner, the evidence suggests that the family and school-related factors are not independent but operate in a symbiotic relationship. The review uses feminist theories to provide an interpretation of the empirical findings and discusses the explanatory power of these theories. The review concludes with a number of recommendations to improve and expand research on gender issues in education.