Perceived gender disparity issues in secondary schooling: Internal and external conditions

Abstract

The study aims to investigate the impact of internal and external learning conditions on gender disparities in secondary education in the South Ethiopia Region (SER), highlighting the lack of documentation on the key elements contributing to these disparities. The author employed the theoretical framework of education production functions to investigate the sources of perceived gender imbalances in secondary school through a cross-sectional survey research design. Further, the study employed a random sampling technique to draw 550 subjects. Among the 550 questionnaires distributed, 507 (92%) were filled out and returned. The collected data was analyzed using SPSS-20. Lastly, the study investigated that quitting the classroom, detesting the teachers, and learning adaptability in cramped classroom settings were the gender influence variables in secondary school internal conditions. Rather, the external factors that had a detrimental influence on female students relative to male students were attitudes toward secondary school and early marriage. Subsequently, students' personal qualities are responsible for perceived gender inequality that exacerbates internal secondary schooling conditions, whereas, the socio-cultural norms, beliefs, attitudes, and values are considered peripheral circumstances that intensify perceived gender disparities in the secondary schooling process. To conclude, regarding gender disparity conditions in secondary schooling, school internal learning conditions are somewhat favorable for female compared to male students, whereas the external learning environments are conducive for male compared to female students.