Abstract
This paper compares the attitudes of Kenyan and Malawian rural parents to educating girls, using perceptions of gender-specific academic potential, educational aspirations and opinions on the gender appropriateness of primary school subjects and various careers. Suggestions are offered as to how these attitudes affect girls' educational attainment. The paper closes with a discussion of the ways that parents' attitudes affect girls' completion of primary school in Malawi and how the high wastage rate might be cut.
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