INSTITUTE OF EDUCATION
Publication Series
Volume 3
Gender and Education
in the Commonwealth
Caribbean
An Annotated Bibliography
Compiled by
Lynda Quamina-Aiyejina
Institute of Education
The University of the West Indies
Mona, Kingston, Jamaica
Centre for Gender and Development Studies
The University of the West Indies
Mona, Kingston, Jamaica
Published with the support of UNESCO
Institute of Education
The University of the West Indies
Mona, Kingston 7
Jamaica
ã 2007 by The University of the West Indies
All rights reserved
Cover design by Delroy A. McDowell
Printed by Phoenix Printery Ltd., Kingston, Jamaica
CIP data available from The National Library of Jamaica
ISSN 0799-1800
Contents
Acronyms and Abbreviations v
Introduction vii
Bibliographies 1
Literature Reviews 3
Areas of Research 7
Academic Achievement 7
Male Underachievement 32
Access to Education 57
Adult Education 74
Agricultural Education 89
Bias and Discrimination 90
Construction of Masculinity 94
Curriculum 99
Distance Education 101
Early Childhood Care and Education 103
Economic and Social Outcomes 104
Educational Administration 127
Educational Environment 136
Educational Policies 141
Educational Psychology 147
Engineering Education 157
Gender and Development Studies 158
iii
iv / Contents
Gender Roles 164
Higher Education 176
Language and Literature Education 186
Mathematics, Science, and Technology 187
Medical Education 207
Nursing Education 208
Primary Education 208
Secondary Education 209
Teacher Education 217
Teachers and Teaching 220
Teaching Materials 223
Technical and Vocational Education and Training 229
Index of Personal Names 243
Index of Corporate Names/Sponsors 249
Supplementary Subject Index 255
Note on Compiler 270
Acronyms and Abbreviations
ACU Association of Commonwealth Universities
CAP Continuous Assessment Programme
CAPE Caribbean Advanced Proficiency Examination
CARICOM Caribbean Community
CARNEID Caribbean Network of Educational Innovation for
Development
CDB Caribbean Development Bank
CEE Common Entrance Examination
CGDS Centre for Gender and Development Studies
CHESS Commonwealth Higher Education Support Scheme
CIDA Canadian International Development Agency
CINTERFOR Centro Interamericano de Investigación y Docu-
mentación sobre Formación Profesional (Inter-
American Research and Documentation Centre on
Vocational Training)
CSEC Caribbean Secondary Education Certificate
CTTP Comprehensive Teacher Training Programme
CXC Caribbean Examinations Council
DFID Department for International Development
GCE General Certificate of Education
HEART Human Employment and Resource Training
ICAE International Council for Adult Education
ICT Information and communications technology
ILO International Labour Organization
IT Information technology
ITE Initial teacher education
NFE Non-formal education
NGO Non-governmental organization
OECS Organisation of Eastern Caribbean States
v
vi / Acronyms and Abbreviations
PIOJ Planning Institute of Jamaica
SEA Secondary Entrance Assessment
STD Sexually transmitted disease
TMP Teenage Mothers Project
UNDP United Nations Development Programme
UNECLAC United Nations Economic Commission for Latin
America and the Caribbean
UNESCO United Nations Educational, Scientific and Cultural
Organization
UNICEF United Nations Children’s Fund
UNIFEM United Nations Development Fund for Women
UWI The University of the West Indies
WAND Women and Development Unit
WHO World Health Organization
WLEIT&T Women’s Leadership and Enhancement Institute of
Trinidad and Tobago
Introduction
Gender and Education in the Commonwealth Caribbean—An AnnotatedBibliography was prepared at the request of the Centre for Gender
and Development Studies, Mona, and published by the Institute of Edu-
cation, The University of the West Indies, Mona, with the support of
UNESCO. It includes journal articles, monographs, theses and disserta-
tions, conference papers, and some unpublished manuscripts.
Arrangement of Entries and Aids to Retrieval
The entries in this bibliography are arranged alphabetically by broad
themes, then by author and title under each topic. It is obvious that some
entries could have been placed under more than one topic heading, but in
the interest of space only one entry was made for each record, under what
was determined to be the most appropriate heading. The Areas of
Research listed in the Contents are the primary tool for retrieving entries.
The Supplementary Subject Index lists topics of interest other than those
mentioned under the Areas of Research.
Each entry has a unique item number to aid retrieval through the three
indexes provided—a Personal Name Index, an Index of Corporate
Names/Sponsors, and a Supplementary Subject Index. It should be
noted that the Personal Name Index and the Index of Corporate
Names/Sponsors include names of persons/organizations which, though
not mentioned on the title page, have made a significant contribution to
the work. Numbers under each entry in the indexes refer to the unique
item number assigned in the main text. Location information is provided
for many of the items, indicating holding institutions and location sym-
bols. However, this does not mean that these are the only institutions that
have copies of the items. Users of the bibliography are advised to consult
their local libraries as well as other relevant institutions for copies of listed
items.
vii
viii / Introduction
Abstracting
The items for which abstracts have not been supplied represent items
that the compiler was not able to consult, either to verify the entries or to
prepare an abstract, or for which abstracts could not be located in data-
bases. There are 48 such records in the bibliography, representing
approximately 12 percent of the entries. Where a copy of the document
was not obtained, an attempt was made to supply as much bibliographical
information as possible. Certain abbreviations have been used to indicate
omissions in the bibliographical information supplied:
n.p. no pagination
S.l. no place of publication
s.n. no publisher name
Location Codes
In order to aid retrieval of the documents identified in the bibliography,
an attempt was made to identify locations in the regional libraries with
online catalogues, as well as the libraries and collections to which the
compiler had physical access. The codes for these locations are as follows:
CERIS Caribbean Educational Research Information Service
CGDS, UWICH Centre for Gender and Development Studies, UWI,
Cave Hill Campus
CGDS, UWIM Centre for Gender and Development Studies, UWI,
Mona Campus
CGDS, UWISA Centre for Gender and Development Studies, UWI,
St. Augustine Campus
COB Library College of the Bahamas Library
ECLACPOS Economic Commission for Latin America and the
Caribbean, Port-of-Spain
Main Library, UWICH Main Library, UWI, Cave Hill Campus
Main Library, UWIM Main Library, UWI, Mona Campus
Main Library, UWISA Main Library, UWI, St. Augustine Campus
NALIS National Library and Information Service, Trinidad
and Tobago
NLJ National Library of Jamaica
Introduction / ix
SOE Library, UWISA School of Education, Library, UWI, St. Augustine
Campus
UVI Libraries University of the Virgin Islands Libraries
WAND Women and Development Unit, UWI, Cave Hill
Campus
Bibliographies
001
Bobb-Semple, Leona
Education. In Leona Bobb-Semple, Women in Jamaica: A bibliography of pub-
lished and unpublished sources (pp. 37–43). Mona, Jamaica: UWI Press, 1997.
This section of the bibliography contains 35 entries covering the wide
spectrum of formal and nonformal education, and its impact on history,
economics, and sociology. It includes research dealing with sexism in
textbooks and sex discrimination in education.
Locations
Main Library, UWISA Z7964 J25 B633 1997
Main Library, UWIM Z7964 J28 B6 1997
002
Fullerton-Rawlins, Janet
Women and education in the English-speaking Caribbean, 1990–2000:
An annotated bibliography. Caribbean Curriculum, vol. 8, 2001, pp. 59–87.
This selected bibliography reviews some of the work produced in this
field during the 10-year period, 1990–2000, and shows the development
and trends in study and research in the field of women and education in
the English-speaking Caribbean. It should serve as a guide to some of the
important research papers and analyses done in the field during the peri-
od. The bibliography is divided into three sections: (1) a brief look at the
history of education of girls in the Caribbean; (2) a brief overview of the
literature on girls/women and education in the Caribbean; and (3) the
bibliography entries, arranged thematically by general materials, and
materials on performance/achievement, administration, and higher edu-
cation. An addendum is provided, which lists some items that appear
important to research in this area, but which were unavailable for review.
1
2 / Bibliographies
Locations
CERIS SERIALS: CARIB. CURR.
SOE Library, UWISA SERIALS
Main Library, UWISA LH45 C37
Main Library, UWIM L45 C4
003
White, Thelma, & Allison-Beckford, Annett
Education and gender: Performance of boys and its implication for sustainable develop-
ment: A select reading list. Kingston, Jamaica: Planning Institute of Jamaica,
2002. [14] p. (Prepared for the Dialogue for Development Lecture Series)
Location
NLJ Pam 016.37019345 Ja Whi
Literature Reviews
004
Bailey, Barbara
Feminisms and educational research and understandings: The state of the
art in the Caribbean. In Christine Barrow (ed.), Caribbean portraits: Essays on
gender ideologies and identities (pp. 208–224). Kingston, Jamaica: Ian Randle
Publishers, 1998.
This paper notes the efforts of regional sociologists and feminist educa-
tors of the previous four decades to situate education within a cultural
and political context. It also notes that as a result of the research work of
feminists who sought an understanding of educational inequalities on the
basis of principles associated with the three major strands of femi-
nism—liberal, socialist, and radical—three major sets of competing theo-
ries had emerged to explain the differential effect of schooling on
students, and in particular, the negative impact on girls. It points out,
through a review of the literature, that gendered research in Caribbean
education remains predominantly grounded in the language and concerns
of liberal feminism. It recommends that the future research and policy
agenda adopt a radical transformational theoretical approach.
Locations
SOE Library, UWISA WI RES HQ1075.5 C27 C37 1998
Main Library, UWISA HQ1501 C3751 1998
Main Library, UWIM HQ1501 C365 1998
CGDS, UWISA BAR
CGDS, UWIM HQ1501/382
NALIS REF WI 305.3 09729 Ca
COB Library W HQ1075.5 C27 C37 1998
ECLACPOS CDC 14169
WAND (729) 396.1 GE
UVI Libraries HQ1501 G46 1997
NLJ 305.3 Ja Car
3
4 / Literature Reviews
005
Bustillo, Iñés
Women’s education in developing countries: Latin America and the Car-
ibbean. In Elizabeth M. King & M. Anne Hill (eds.), Women’s education in
developing countries: Barriers, benefits, and policies (pp. 175–210). Baltimore,
MD: Johns Hopkins University Press, 1993.
This article reviews the literature on the factors influencing the educa-
tional attainment and achievement of girls and women in Latin America
and the Caribbean, and assesses the policies designed to improve their
educational status.
Locations
Main Library, UWIM LC2572 W67 1993
Main Library, UWISA LC2572 W67 1993
COB Library LC2572 W66 1993
006
Drayton, Kathleen B.
Gender issues in education: A review of the major gender issues in education and of rele-
vant Caribbean studies. Castries, St. Lucia: Organisation of Eastern Carib-
bean States, 1995. iv, 89 p. (Supported by the Canadian International
Development Agency [CIDA])
This study sought to (1) review the major gender issues in education, and
identify and review all relevant studies done in the Caribbean region that
contributed to an understanding of gender issues in education; (2) make
recommendations, in light of the findings, on ways in which gender might
be factored into policy making in all relevant areas of education in the
Organisation of Eastern Caribbean States (OECS); and (3) make recom-
mendations on essential research that should be carried out to inform
policy making in the OECS. The major sources of data were books and
journals, postgraduate dissertations, electronic databases, and relevant
research papers. The data were analysed to determine (1) the gender pat-
terns that exist in Caribbean education revealed from an examination of
enrolment, performance and achievement, subject selection, and in
Literature Reviews / 5
employment in education; and (2) the explanation given for the gender
patterns revealed by the data in both the international and regional litera-
ture. Explanations for the gender differentials fell into one of the follow-
ing categories: (a) biological differences, (b) early socialization, (c) school
differences, and (d) remuneration and status.
Locations
CERIS 180:08
Main Library, UWISA LC212.93 C27 D7 1995
Main Library, UWIM LC212.83 C27 D7 1995
Main Library, UWICH LC212.93 C27 D7 1995
007
McKenzie, Hermione
The educational experiences of Caribbean women. Social and Economic
Studies, vol. 35, no. 3, Sep. 1986, pp. 65–105.
This paper presents a review of the information on women’s education in
Caribbean society, which was gained from the multi-level interviewing
methodology used by the Women in the Caribbean Project researchers in
St. Vincent, Antigua, and Barbados. The two main aims of this review are:
(1) to describe the educational levels and conditions of the women stud-
ied, as a necessary background to understanding some of the factors
influencing their lives, including the opportunities and restrictions they
experience; and (2) to explore these women’s orientation to education,
and the importance of education to their female identity and female status
in society.
Locations
Main Library, UWISA H1 S6
Main Library, UWIM HN244 A1 S6
CGDS, UWIM HD5701/Pamph. 2558
NALIS REF WI 332.097292
NLJ S723
ECLACPOS CDC Serial
COB Library Periodical Collection
CGDS, UWISA(RR)
Areas of Research
Academic Achievement
008
Bailey, Barbara
Not an open book: Gender, achievement and education in the Caribbean. Mona,
Jamaica: Centre for Gender and Development Studies, The University of
the West Indies, 1997 [pp. 21–44]. (Centre for Gender and Development
Studies, Mona. Working Papers; No. 1)
This essay addresses the issue of differential achievement, with specific
reference to achievement at various levels of the education system. It
seeks to dispel the notion that male underachievement or male marginali-
zation occurs as a result of female dominance and female achievement.
Locations
Main Library, UWIM HQ1090.7 J3 L56 1997
CGDS, UWICH HQ1090.7 J3 L56
CGDS, UWIM LC71/ Pamph. 1005
009
Bailey, Barbara
School failure and success: A gender analysis of the 1997 General Profi-
ciency Caribbean Examinations Council examinations for Jamaica. Journal
of Education and Development in the Caribbean, vol. 4, no. 1, 2000, pp. 1–18.
In this paper, the 1997 results of the Caribbean Examinations Council
(CXC) examinations are analysed in an effort to determine male/female
patterns of participation and performance of Jamaican students. Data
7
8 / Areas of Research
were obtained and analysed in terms of male/female differences in a two-
stage analysis. Firstly, differences were examined for the overall total of
36 subjects and then for each of the 16 academic and 20 technical/voca-
tional subjects. At the second stage, differences were examined for co-
educational and single-sex schools, and school types. The findings indi-
cate that, overall, there is a much greater demand for academic than for
technical/vocational subject areas, with approximately twice as many
entries for academic subjects (64.5%) than for technical subjects (35.4%).
The typical sex-linked segregation of the curriculum is still evident, with
boys participating at a lower rate than girls. The data also challenge the
widely held view that boys are underachieving. Analysis of the data by
school type shows that students in traditional high schools have an
advantage over their counterparts in all other school types, and that in the
“working class” schools, particularly New Secondary schools, both sexes
are disadvantaged because of their very low rate of participation and
performance.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA LA475 J68
Main Library, UWIM L11 J68
UVI Libraries LA475 J6
COB Library Periodical Collection
010
Bailey, Barbara, & Bernard, Myrna C.
Establishing a database of gender differentials in enrolment and performance at the sec-
ondary and tertiary levels of the Caribbean education system. [S.l.: s.n.], 2004. 78 p.
A set of variables related to provision, participation, and performance at
the primary, secondary, and tertiary levels of the public education systems
in the region were identified. The indicators related to provision included
number of schools and number of teachers and their qualifications, by
level. Variables related to participation included enrolment at each level,
attendance, dropout, and repetition. In each instance, data for two time
periods were reported: 1995/96 and 2000/01. In curriculum participa-
tion, the main concern was with distribution of the sexes in various sub-
Academic Achievement / 9
ject areas at the secondary level and in fields of study at tertiary level
community colleges and universities. Performance indicators included
results of assessments at the primary, secondary, and tertiary levels. Two
principal methods were used to determine points of difference between
males and females on variables related to access and participation. Gen-
der Parity Indices (GPIs) were calculated for related datasets. Caribbean
Examinations Council (CXC) performance data were analysed based on a
method where the calculation of the achievement gap on any assessment
involves a preliminary calculation of the gap in male/female entries. The
entry gap is then factored into the calculation of the achievement gap,
which can be calculated for each level of pass or for combinations of lev-
els. A summary of the major trends that emerged is presented in relation
to the main concerns of the study: (1) enrolment patterns at the primary
and secondary levels, (2) the primary- and secondary-level teaching force,
(3) tertiary-level enrolment, (4) secondary-level performance in CXC’s
2002 Caribbean Secondary Education Certificate (CSEC) examinations
for 17 countries in 42 subject areas, and (5) tertiary-level performance in
selected institutions.
011
Brown, Monica M.
Gender differentials at the secondary and tertiary levels of the educational system in the
Anglophone Caribbean: Specialist study: Dropout from educational institutions in
three CARICOM countries. Mona, Jamaica: Regional Co-ordinating Unit,
Centre for Gender and Development Studies, The University of the West
Indies, 2006. iv, 29 p.
This dropout study focused on three countries—Belize, Guyana, and
Trinidad and Tobago. It was designed to determine (1) the rate, by sex, of
dropout from the education system; (2) other demographic factors, in
addition to sex, which contribute to attrition at the primary and secon-
dary levels of the education system; and (3) the influence of home- and
school-related factors on the rates of attrition in the education system.
Location
CERIS 501:02
10 / Areas of Research
012
Carrington, Hazel V.
Coeducation and academic achievement in Barbados. M.A. thesis, The
University of the West Indies, Cave Hill, 1993. ix, 141 p.
This study examined the relationship existing between the gender com-
position of a secondary school in Barbados, Common Entrance Exami-
nation (CEE) scores, socioeconomic status, and gender and academic
achievement. The school studied was the Christ Church Foundation
School, a co-educational school formed through the amalgamation of the
Christ Church Foundation Boys’ and Girls’ schools in 1978. Data were
gathered from school records for the period 1972–1990, and through the
use of questionnaires and interviews. Results of the data analysis revealed
that there was no significant difference in overall performance between
the single-sex and coeducational stages in the life of the school; however,
girls’ performance was found to be higher in the co-educational period
than in the single-sex period. The average number of subjects passed by
girls during the co-educational period was almost twice that of the boys.
The CEE score and socioeconomic status were not found to be signifi-
cant. Both teachers and students held negative views, but generally teach-
ers held more negative views than students on the effects of co-education
on school-related issues. Generally, girls and boys shared similar views on
the issues, but identified different issues as being more negatively affected
by coeducation. Where girls perceived coeducation as impacting more
negatively on boys’ participation and performance, boys saw coeducation
as impacting more negatively on their being treated fairly.
Location
Main Library, UWISA UWI Theses Collection
013
Carrington, Hazel V.
Sex, gender and academic achievement: Marginal boys in a secondary
school in Barbados. Ph.D. diss., The University of the West Indies, Cave
Hill, 2003. xii, 275 p.
Academic Achievement / 11
This study sought to examine differences in academic achievement and
participation between boys and girls and to account for such differences
in a coeducational secondary school in Barbados. It traced the cohort that
entered the school in 1995 to the year 2000. The effect of socioeconomic
status and Common Entrance Examination (CEE) score on academic
achievement was also investigated. Data were collected through docu-
ment analysis, classroom observation, interviews, and questionnaires.
Results of the analysis showed that the boys in the study were marginal,
that is, at the lower end of the academic and nonacademic school-based
indicators examined. By the end of the fifth year, more girls than boys
had gained entry to Caribbean Examinations Council (CXC) examina-
tions in 22 of 24 subjects, and 60.9% of the girls of the cohort had gained
four or more subjects at CXC Proficiency Level Grades I–III, compared
with 36.0% of the boys. There were significant sex differences in favour
of girls in the repetition rate, the assignment of students to subject tracks,
and those receiving awards. Boys received more detention than girls and
held fewer positions of responsibility. The score on the English compo-
nent of the CEE was found to be a significant contributor in the variation
in performance in CXC examinations. Factors related to the development
of boys’ gender identity were suggested and ranked higher than school-
related factors as likely to contribute to male underachievement.
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
014
De Lisle, Jerome
Dragging Eleven-Plus measurement practice into the fourth quadrant:
The Trinidad and Tobago SEA as a gendered sieve. Caribbean Curriculum,
vol. 13, 2006, pp. 91–129.
This paper expands upon concerns expressed about the relationship
between Eleven-Plus test design and patterns of gendered achievement in
Trinidad and Tobago. It includes (1) a critical analysis of gender fairness
12 / Areas of Research
issues, (2) an empirical evaluation of gendered impact, and (3) a consid-
eration of proposals for resolving gender fairness issues. Datasets used in
the analysis were from the 2002–2003 Secondary Entrance Assessment
(SEA) and the 1998–2000 Common Entrance Examination (CEE). The
results confirmed that the gender gap was significantly greater for the
SEA compared with the CEE, and that both males and females were dis-
advantaged in different ways by the placement system. The results also
confirmed the existence of medium-sized gender differentials across
urban-rural educational districts, literacy constructs, and high-low ability
groups. A proposal to change the way the composite score is calculated
did little to reduce the overall female advantage. Moreover, misclassifica-
tion rates for the current remediation cutscore set at 30% were relatively
high. These fairness issues are not easily resolved, but suggest the need
for evidence-based test designs, test validation studies, and a re-
examination of the need for selection.
Locations
CERIS SERIALS: CARIB. CURR.
SOE Library, UWISA SERIALS
Main Library, UWISA LH45 C37
015
De Lisle, Jerome, & Pitt-Miller, Phyllis
Not all males underachieve! Evaluating gender-based differentials in aca-
demic achievement at a medical school. Journal of Education and Development
in the Caribbean, vol. 6, nos. 1–2, 2002, pp. 87–110.
This study sought to determine the magnitude and direction of achieve-
ment gender differentials at the medical school of The University of the
West Indies (UWI) in St. Augustine, Trinidad. Data for seven years were
collated and analysed. The findings suggest that males had a slight advan-
tage in the pre-clinical assessments, whereas females did better on most
clinical assessments. However, overall, not all differentials were medium-
or large-sized. It was apparent that differentials were influenced by both
assessment mode and discipline, with females performing better on con-
Academic Achievement / 13
structed response and performance assessments in the clinical disciplines,
and males doing better on selected response assessments and the pre-
clinical disciplines.
Locations
SOE Library, UWISA WI RES LC212.83 T7 D45 2002
Main Library, UWISA LA475 J68
Main Library, UWIM L11 J68
COB Library Periodical Collection
016
De Lisle, Jerome, & Smith, Peter
Reconsidering the consequences: Gender differentials in performance
and placement in the 2001 SEA. Caribbean Curriculum, vol. 11, 2004, pp.
23–55.
This paper provides an analysis of the gender fairness and consequences
associated with the test design used for the 2001 Secondary Entrance
Assessment (SEA) in Trinidad and Tobago. It is argued that the rationale
for choosing the SEA test design emphasized the usefulness and purpose
of the selection instrument, but failed to consider one significant
consequence: the likelihood of adverse impact resulting from large
performance differentials in favour of females. The study also tested the
hypotheses that gender differences were (1) institution-specific and (2)
varied across ability groups. The major findings were that patterns of
gender inequity were complex and sometimes even contradictory, with
females favoured on SEA composite total score, language arts, and
creative writing, and males favoured on the placement process. However,
males and females performed similarly in mathematics. An analysis across
different ability groups indicated that large differentials favouring females
were more likely among students below the 50th percentile. On the other
hand, among higher achievers, males performed just as well as females.
The gender fairness of five alternative SEA test designs was evaluated
using Willingham’s (1999) social matrix.
14 / Areas of Research
Locations
CERIS SERIALS: CARIB. CURR.
SOE Library, UWISA SERIALS
Main Library, UWISA LH45 C37
017
Edwards-Bailey, Marjorie C.
Academic achievement of students in co-educational and single-sex
schools and its relationship to certain variables. M.A.(Ed.) thesis, The
University of the West Indies, Mona, 1998. vi, 122 p.
This study sought to investigate the academic achievement of students in
coeducational and single-sex schools, and its relationship to attitude
towards school, life style, and gender identity (masculine or feminine pre-
disposition). Data were collected from a sample of 434 fifth-form stu-
dents in eight traditional high schools (two boys’, two girls’, and four
coeducational schools). Academic achievement was measured by the
results of each respondent in the 1994 Caribbean Examinations Council
(CXC) and General Certificate of Education (GCE) examinations. It was
found that: (1) students with positive attitudes towards school performed
well in school; (2) students with a favourable life style had higher aca-
demic achievement; (3) students with a masculine predisposition per-
formed well in school; (4) boys and girls in single-sex schools performed
better than boys and girls in co-educational schools; and (5) boys in
single-sex schools outperformed girls in single-sex schools, and boys and
girls in coeducational schools.
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
018
Etienne, Patricia M. Février
Sex differences in achievement on Caribbean examinations: Role of test
format, test domain, and school context. Ed.D. thesis, Columbia Univer-
sity Teachers’ College, 1995. v, 192 p.
Academic Achievement / 15
This study examined patterns of sex-related differences in performance
on mathematics and Caribbean history examinations administered by the
Caribbean Examinations Council (CXC). The study was a response to the
concern on the part of CXC and Caribbean educators that females
outperform males on most CXC examinations. The data source was the
June 1993 CXC examinations database. School context, test format, and
test domain were the variables considered as likely to interact with sex,
thus further explaining patterns of performance on CXC examinations.
Results showed that there was a significant main effect for the sex
variable for both mathematics and history scores. Significant two-way
interactions were sex by test format for the history scores, and sex by
school context for the mathematics scores. Sex by school context by test
domain was significant for the mathematics scores. Effect sizes
associated with these differences, however, were generally small.
019
Evans, Hyacinth L.
The construction of gender and achievement in secondary schools in
Jamaica. Caribbean Journal of Education, vol. 21, nos. 1–2, Apr/Sep. 1999,
pp. 3–24.
This article presents results from a qualitative study of gender and
achievement in secondary schools in Jamaica. The study sought to iden-
tify the ways in which teachers and students interact in classrooms, the
gender differences in students’ behaviour, and the ways in which students
construct gender inequality in the classroom. Data were gathered from a
sample of eight secondary schools. One Grade 9 class was observed in
each school, and interviews were conducted with students, teachers, and
principals. Results showed that the school was actively engaged in con-
structing gender, as well as boys’ and girls’ self-concept of ability. Teachers
were central to this process. Moreover, teachers did not act as a counter-
vailing force to liberate students from the stereotypes that they brought
to school. They reinforced prior gender role learning. Consequently, a
very strong gender code operates in the Jamaican secondary school sys-
tem. The resultant gender inequality resulted in differential achievement
16 / Areas of Research
in the following ways: (1) unequal participation in learning activities; (2)
unequal access to knowledge as a result of gender-stereotypical choice of
subjects; (3) widening of the achievement gap between boys and girls as a
result of the school’s inadequate response to the reading difficulties being
experienced by boys; (4) response to boys’ reading difficulties on the part
of some teachers further alienated boys who were already humiliated by
the public displays of their incompetence; and (5) inequality in the con-
struction of the academic self-concept of boys and girls.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
NALIS REF WI 370.509729
NLJ C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
020
Evans, Hyacinth L.
What are the benefits of single sex and coed schooling? In Institute of Edu-
cation annual, v. 3, pp. 65–87. Mona, Jamaica: Institute of Education, The
University of the West Indies, 2001.
This article revisits the debate on gender differences in academic achieve-
ment and choice of subjects at the secondary level, decreasing participa-
tion of males at the tertiary level, and the issue of single-sex versus
coeducational schools in Jamaica and other countries of the Caribbean.
Locations
Main Library, UWIM Photocopy
COB Library L101 C37 I57 1998
021
Evans, Hyacinth L., & Johnson, Rosemarie A.
Identity and academic achievement in single sex and coed schools in
Jamaica. Education and Society, vol. 19, no. 2, 2001, pp. 55–68.
Academic Achievement / 17
This article examines differences in academic achievement and other out-
comes between single-sex and coeducational schools in Jamaica. The
data, which are drawn from a larger study of gender differences in aca-
demic achievement at the secondary level, show the differences in out-
comes between single-sex and coeducational schools on a range of
dimensions. These differences are attributed to social, historical, and in-
school factors.
Location
Main Library, UWIM Photocopy
022
Figueroa, Mark
Gender differentials in educational achievement in Jamaica and other
Caribbean territories. 30 p.
Paper prepared for the Conference on Intervention Strategies to Address
Male Underperformance in Primary and Secondary Education, Port of
Spain, Trinidad and Tobago, 26–28 Nov., 1997. Sponsored by Trinidad
and Tobago Ministry of Education; Trinidad and Tobago National Com-
mission for UNESCO.
This paper reviews existing research findings on gender differentials in
educational achievement in Jamaica and other countries of the English-
speaking Caribbean. The first section of the paper discusses some of the
consequences that flow from the dichotomy inherent in two opposing
world-views on gender differentials in education. The first takes the privi-
leges that males have enjoyed within patriarchal societies as a natural
right, while the second is firmly rooted in the goal of achieving gender
equality. The paper then looks at some of the data from the Caribbean
Examinations Council (CXC) and The University of the West Indies
(UWI) on gender differentials in academic performance. The following
sections discuss the explanations offered by current research for the gen-
der differentials identified, and the implications of this research for inter-
vention strategies.
18 / Areas of Research
Locations
CERIS 535:02
SOE Library, UWISA WI RES LC212.83 C27 F54 1997
023
Figueroa, Mark, & Handa, Sudhanshu
Female schooling achievement in Jamaica: A market and non-market
analysis. 34 p.
Paper prepared for the Joint Seminar of the Department of Economics
and the Centre for Gender and Development Studies, UWI, Mona,
Jamaica, 31 Oct. 1996. Sponsored by Department of Economics, and
Centre for Gender and Development Studies, The University of the West
Indies, Mona. (Revised January 1998)
This article analyses the achievement of females relative to males in the
Jamaican educational system from both an institutional and market per-
spective. Both pecuniary and non-pecuniary incentives reinforce each
other to produce the distinctive pattern of female performance in
Jamaica. Gender differences in socialization within the household better
prepare girls with the skills required to succeed in the Jamaican schooling
system. Furthermore, education is seen as more important for a girl’s
future success than for a boy’s. In the framework of human capital the-
ory, both these institutional features translate into higher marginal benefit
curves for girls than for boys, which lead to both greater investment in
schooling for girls and higher equilibrium returns on these investments. It
is concluded that Jamaican women have both more education and higher
returns on this education than their male counterparts.
Locations
CERIS 535:01
CGDS, UWIM LC1401/ Pamph. 704.
Academic Achievement / 19
024
Figueroa, Peter M. E.
Values and academic achievement among high school boys in Kingston,
Jamaica. In Peter M. E. Figueroa & Ganga Persaud (eds.), Sociology of educa-
tion: A Caribbean reader (pp. 141–163). London: Oxford University Press,
1976.
This article presents a limited enquiry into the relationship between the
values students hold and their academic performance. Data were col-
lected from four schools in the Kingston–St. Andrew area of Jamaica.
The two hypotheses were (1) other things being equal, the higher or
stronger the overall achievement value-orientation of the pupils, the
higher or better would their academic achievement tend to be; and (2)
academic achievement would tend to be closely related to mental ability,
“race,” and social class. The data analysis did not support the major
hypothesis concerning a close and direct relationship between students’
academic achievement and their achievement value-orientation; however,
some support was indicated in the second hypothesis, as far as mental
ability was concerned.
Locations
SOE Library, UWISA WI RES LC191 F475 1976
Main Library, UWISA LC206 C26 S65
Main Library, UWIM LC206 C26 S65
Main Library, UWICH LC191 F5
ECLACPOS CDC 5168
COB Library W LC206 C26 S65 1986
UVI Libraries LC206 C26 S65
025
Gibbison, Godfrey A.
A first look at the relationship between a mother’s marital status and the
educational attainment of her children in the Jamaican context. Social and
Economic Studies, vol. 49, no. 4, Dec. 2000, pp. 223–262.
20 / Areas of Research
This article questions whether the educational achievement of Jamaican
children with unmarried mothers is different from that of children with
married mothers.
Locations
Main Library, UWISA H1 S6
Main Library, UWIM HN244 A1 S6
ECLACPOS CDC 15032
COB Library HN244 S6
UVI Libraries Periodical Collection
026
Grantham-McGregor, Sally; Himes, John H.; Williams, Sonia;
Duff, Edith M.; & Walker, Susan P.
School performance in adolescent Jamaican girls: Associations with
health, social and behavioural characteristics, and risk factors for dropout.
Journal of Adolescence, vol. 21, no. 1, Feb. 1998, pp. 109–122.
This article examines the school performance of 452 girls, aged 13–14,
randomly selected from Grade 8 in nine schools in inner-city Kingston,
Jamaica. Girls who were anaemic, sexually active, or aggressive had lower
achievement levels. Higher achievement levels were associated with pos-
session of school materials and access to reading material outside of
school. Poor attendance, early sexual activity, and not living with both
parents predicted school dropout in the subsequent year. Strategies to
reduce anaemia, to improve sex education, and reduce the levels of
aggression may benefit school performance.
027
Hamilton, Marlene A.
Performance levels in science and other subjects for Jamaican adolescents
attending single-sex and coeducational high schools. Science Education, vol.
69, no. 4, Jul. 1985, pp. 535–547.
The General Certificate of Education (GCE) ‘O’ Level examination
results of 1,146 Jamaican high school students (529 boys and 617 girls) in
Academic Achievement / 21
single-sex and coeducational schools are analysed. Boys and girls from
single-sex schools outperformed their counterparts in coeducational
schools for both the total sample and the sub-sample of 337 investigated
in greater depth. Significant favourable differences emerged for geogra-
phy, chemistry, and biology for students in the single-sex schools. Girls in
this type of school registered the highest grades in chemistry and biology.
Possible explanations for these differences are explored.
Location
SOE Library, UWISA SERIALS
028
Hamilton, Marlene A.
Some comments on academic achievement in single-sex and coeduca-
tional Jamaican high schools. British Psychological Society Education Section
Review, vol. 11, no. 1, 1987, pp. 3–6.
029
Herzog, John Ducas
Father-absence and boys’ school performance in Barbados. Human
Organization, vol. 33, no. 1, Spring 1974, pp. 71–83.
This study in rural Barbados controlled for race, social class, and cultural
attitudes towards birth status. Test and school data did not support the
“classic” prediction of a direct, negative relationship between father-
absence and boys’ school performance. In this community, paternal
absence during the first two years of life appeared to be beneficial to the
boys’ later performance, as did paternal presence during the third through
fifth years.
Location
Main Library, UWIM GN1 H83
22 / Areas of Research
030
Herzog, John Ducas
Household composition and boys’ school performance in Barbados, West
Indies. Ph.D. diss., Howard University, 1968. 75 p.
031
Jennings-Toney, Donna
The role of a male juvenile correctional institution in supporting the aca-
demic achievement of three delinquent youths. M.Ed. thesis, The Univer-
sity of the West Indies, St. Augustine, 2004. [iv], 78, [15], [vi] p.
This study focused on the role of a male juvenile correctional institution,
with specific attention to the academic programme available to male
juvenile offenders whose formal education was incomplete. Participants
included male juvenile offenders, teachers, and administrative staff. Their
views indicated that the institution was making a valiant effort to offer an
academic programme. Examination success was seen as an indicator of
effectiveness as well as improved self-esteem.
Recommendations were made for technical and life skills to be provided,
in addition to academic skills, in order to achieve more effective
rehabilitation.
Location
SOE Library, UWISA WI Collection
032
Kutnick, Peter
Girls, boys and school achievement: Critical comments on who achieves
in schools and under what economic and social conditions achievements
take place—A Caribbean perspective. International Journal of Educational
Development, vol. 20, no. 1, 2000, pp. 65–84.
This article reports findings from a large-scale research project exploring
female attainment and male underachievement in representative samples
of students from Barbados and St. Vincent and the Grenadines. It also
Academic Achievement / 23
reports findings from case studies of secondary classrooms in various
stratified schools in Trinidad. In reporting these findings, the article
attempts to show that simplistic gender-based, matrilineal, and male mar-
ginal explanations are not adequate explanations for school attainment. It
suggests that a more adequate explanation requires a complex methodo-
logical approach which draws upon quantitative and qualitative studies,
and the ability to integrate school-based cultural and home factors. Gen-
erally, the findings show that girls attained at higher levels than boys, but
this is qualified by type of school attended, pre-school attendance, with
whom the student lives, and occupations of mother and father.
Location
Main Library, UWIM L11 I56
033
Kutnick, Peter
Quantitative and case-based insights into issues of gender and school-
based achievement: Beyond simplistic explanations. Curriculum Journal,
vol. 10, no. 2, Summer 1999, pp. 253–283.
This article reports findings from a large-scale research study exploring
female attainment and male underachievement in a representative sample
of students and case studies from Barbados. It shows that simplistic,
gender-based (matrilineal and male marginal) explanations are not
adequate explanations for school attainment. The representative survey
of 2,255 primary and secondary school children used both simple and
complex comparisons between children. Depending on the statistical
approach, females can be shown to attain at higher levels than males, or
that “gendered” explanations disguise more important factors, including
type of school attended, pre-school attendance, with whom the student
lives, and occupation of mother and father. Two small case studies are
included to further describe how cultures of top and bottom performing
secondary schools may affect attainment, especially as the top performing
school was coeducational with no sex differences in curriculum attain-
ment, and the bottom performing school was female only. These
24 / Areas of Research
attainment effects occur through school personnel, attitudes to students
and the learning process, and student involvement.
Location
Main Library, UWIM L11 I56
034
Kutnick, Peter; Jules, Vena; & Layne, Anthony
Gender and school achievement in the Caribbean. London: DFID, 1997. [ii], 126
p. (Department for International Development Education Research;
Serial No. 21)
This project explored the reasons why more females than males stayed on
in schools and gained comparatively better achievement scores in Trini-
dad, Barbados, and St. Vincent. The four research questions which
underlay the studies related to (1) the variance of within-class achieve-
ment scores by sex, especially between students of equal ability (as noted
by results of the primary school leaving examination and the Common
Entrance Examination (CEE); (2) whether differential levels of achieve-
ment remained over time, especially over the years of secondary school-
ing; (3) whether there were differential learning strategies that
characterized girls and boys in school, and whether these strategies were
related to the status of their secondary school; and (4) whether the quanti-
tative results obtained from an earlier Trinidad study could be substanti-
ated elsewhere, especially in Barbados and St. Vincent. Data were
collected through quantitative surveys to assess success and generalizabil-
ity of results from one island to another, and qualitative case studies to
provide insights into classroom process, interaction, and structure in the
promotion of success at the level where it affected children. The quantita-
tive surveys showed that the average within-class attainment and CEE
scores attained by girls was consistently higher than those attained by
boys across the three countries. The drop-off in male participation in
schooling, especially during the transition to, and during, secondary
schooling, was confirmed in Barbados and St. Vincent. Sex of the chil-
dren was only one significant factor in the explanation of attainment in
school. Factors such as occupation of parents, whether the child lived
Academic Achievement / 25
with both parents, attendance at pre-school, and the type of school
attended, each contributed more of the variance in attainment than the
sex of the child. Within schools, the case studies showed practices that
allowed for the inclusion or exclusion of certain children (especially low
attainers, a number of whom were male). The culture found in prestige
schools overcame sex and social differences among students in Barbados
and St. Vincent.
Locations
CERIS 180:13
SOE Library, UWISA WI RES LC210.8 C3 K88 1997
Main Library, UWISA LC212.93 C27 K88 1997
Main Library, UWIM LC212.93 C27 K871997
Main Library, UWICH LC212.93 C27 K8 1997
035
Layne, Anthony
Determining and explaining sex differences in achievement in higher edu-
cation in the Commonwealth Caribbean. YouWe Quality Assurance Forum,
No. 8, May 2002, pp. 18–23.
This article seeks to identify the facts related to differences in academic
achievement between males and females at the level of higher education
in the Commonwealth Caribbean, and to provide explanations for such
differences.
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
036
Layne, Anthony
Gender inequalities in educational enrolment and achievement in the bor-
rowing member-countries of the Caribbean Development Bank: Final
report. [S.l.: s.n.], 2000. 98, [2] p. (Prepared under contract with the Carib-
bean Development Bank and The University of the West Indies)
26 / Areas of Research
This study sought to assist The University of the West Indies (UWI),
through the Regional Co-ordinating Unit of the Centre for Gender and
Development Studies (CGDS), to develop a research proposal to study
gender-based differentials at the secondary and tertiary levels of educa-
tion systems in the borrowing member-countries of the Caribbean Devel-
opment Bank (CDB). The report sought to document the extent of the
gender differences in educational enrolment and achievement in secon-
dary and tertiary education for the region as a whole. It then examined
what the research literature said about the factors affecting the gender
differences in enrolment and performance, and outlined issues and con-
cerns that were raised in the interviews with the stakeholders and
researchers. The rest of the report defined the problem and set out a
research agenda and methodology for the proposed research project.
Location
CGDS, UWISA LAYNE
037
Layne, Anthony, & Kutnick, Peter
Secondary school stratification, gender and other determinants of aca-
demic achievement in Barbados. Journal of Education and Development in the
Caribbean, vol. 5, no. 2, 2001, pp. 81–101.
This study sought to build on the research literature on academic achieve-
ment in the English-speaking Caribbean by (1) providing a longitudinal
analysis of the performance of a representative sample of 16-year-old
boys and girls in secondary schools in Barbados; (2) putting forward non-
gendered explanations for the performance of the 263 students in the
sample; and (3) estimating the relative contribution to variations in per-
formance of a number of personal and systemic variables that had been
found to be important determinants of school achievement in an earlier
(1997) three-country survey. The main finding was that there were gender
differences that favoured female performance, but that most of the vari-
ance in performance was accounted for by the type of secondary school
attended, parental occupation, and sex of the student, in that order. It was
concluded that when use is made of multivariate-and not just univariate-
Academic Achievement / 27
analysis, social background and stratification of the secondary school sys-
tem appeared to provide more substantive explanations of achievement
(or lack of it) than the gendered explanations stressing male marginaliza-
tion or matrilinearity.
Locations
Main Library, UWISA LA475 J68
Main Library, UWIM L11 J68
COB Library Periodical Collection
038
Leo-Rhynie, Elsa A.
Academic performance of boys and girls in Jamaican schools. 7, [3] p.
Paper prepared for the Interdisciplinary Seminar on Women and Devel-
opment Studies, 1st: Gender, Culture and Caribbean Development,
Mona, Jamaica, 8–19 Jun., 1987. Sponsored by Women and Develop-
ment Studies, The University of the West Indies, Mona.
This paper analyses data on the comparative performance of boys and
girls in examinations at the various levels of the education system in
Jamaica.
Locations
SOE Library, UWISA WI RES LC1441 C27
Main Library, UWICH LB1065 L461 1987 Pamphlet
CGDS, UWIM LB1501/ Pamph. 1741
039
Mahy, Yvonne Cecilia
A comparative study of selected groups of high school girls with
particular reference to their self concepts, personal adjustment, social
adjustment and academic achievement. M.A. thesis, The University of the
West Indies, Mona, 1977. 236 p.
This study compared the academic achievement, self-concept, personal
adjustment, and social adjustment of two groups of high school girls in
their fifth form year. Late Entrants represented the group who gained
28 / Areas of Research
admission on the basis of selection in the Grade Nine Achievement Test
at 14+ years of age, while Early Entrants represented the group that was
selected by the Common Entrance Examination (CEE) at 11+ years of
age.
Location
Main Library, UWISA UWI Theses Collection
040
Mitchelmore, Michael C., & Clarke, Naomi Margaret
Gender, nutrition and school achievement in Jamaica. Social and Economic
Studies, vol. 42, nos. 2–3, Sep. 1993, pp. 117–134.
The aim of this study was to examine how far health and nutritional fac-
tors could explain the gender differences in school achievement fre-
quently observed in the Caribbean. Samples of Grade 5 students from
Kingston, Jamaica, were tested. Of four variables found to be signifi-
cantly related to achievement, two (clinic visits and breakfast quality)
were not significantly related to gender; the other two (stunting and blood
lead) were significantly related to gender, but the effects became non-
significant when achievement was controlled. A fifth variable (morbidity)
showed a significant gender effect but was not related to achievement. It
is concluded that gender differences in achievement may partly be a result
of gender differences in long-term nutritional history and personal
hygiene.
Locations
SOE Library, UWISA WI SERIALS
Main Library, UWISA H1 S6
Main Library, UWIM HN244 A1 S6
CGDS, UWIM HD5701/Pamph. 2558
NALIS REF WI 332.097292
ECLACPOS CDC Serial
NLJ S723
COB Library Periodical Collection
UVI Libraries HN244 S6 1993
CGDS, UWISA (RR)
Academic Achievement / 29
041
Morris, Jeanette
Gender differences in educational achievement. In Edwin Philip Brandon
& Phillip N. Nissen (comps), Proceedings of the 1990 Cross-Campus Conference
on Education (pp. 109–115). Mona, Jamaica: Faculty of Education, The
University of the West Indies, 1991.
Biennial Cross-Campus Conference on Education, 1st, Mona, Jamaica,
3–6 Apr., 1990. Sponsored by Faculty of Education, The University of
the West Indies, Mona. .
This study examined Caribbean Examinations Council (CXC) examina-
tion results for 30 subjects at General Proficiency in 1987, and 33 in 1988
and 1989. Entry statistics were examined to determine whether gender
was a significant factor in subject choice among students. The results,
according to grade, were examined by subject area to determine whether
significant differences in achievement existed between boys and girls.
Results of the data analysis showed that females dominated 21 subject
areas clustered in the humanities, business subjects, selected craft areas
associated with domestic pursuits, and a few science subjects, particularly
the biological sciences. Male entries dominated in the sciences and techni-
cal areas. The distribution of Grades 1 and 2 reflected these same differ-
ences. A higher percentage of females obtained Grades 1 and 2 in those
subject areas in which female entries predominated, and a higher percent-
age of males obtained Grades 1 and 2 in the technical areas and physical
sciences.
Locations
CERIS 280/240/UWI(1)
SOE Library, UWISA WI RES LB41 W47 P76 1991
Main Library, UWISA LA476 C768 1990
Main Library, UWIM LA476 C768 1990
Main Library, UWICH LA476 C768 1990
30 / Areas of Research
042
Thomas, V.
The Common Entrance Examination (CEE) and gender inequity in the Common-
wealth of Dominica. [S.l.: s.n.], 1999. [n.p.].
043
Walker, Susan P.; Grantham-McGregor, Sally; Himes, John H;, &
Williams, Sonia
Adolescent girls’ school achievement: Nutrition, health and social factors.
Cajanus, vol. 31, no. 1, 1998, pp. 21–34.
This study sought to assess the nutritional status and health-related
behaviours of adolescent girls in nine schools in inner-city Kingston, and
to determine whether those were related to school achievement, atten-
dance, and dropout. Anaemia was the principal nutritional problem iden-
tified in this group and it contributed to poor school performance.
However, it was concluded that social and behavioural factors may be
more important determinants of school achievement in adolescence.
Locations
Main Library, UWISA TX341 C139 N5
Medical Library, UWIM RA784 C3
Science Library, UWIM RA784 C3
NLJ C24
COB Library Serials Collection
UVI Libraries TX341 C13 1998
NALIS
044
Walker, Susan P.; Grantham-McGregor, Sally; Himes, John H.; &
Williams, Sonia
Adolescent Kingston girls’ school achievement: Nutrition, health and
social factors. Proceedings of the Nutrition Society, vol. 55, no. 1B, 1996, pp.
333–343.
Location
Science Library, UWIM QP141 N8
Academic Achievement / 31
045
Williams, Sonia; Nelson, E.; Watson Duff, Edith; Walker, Susan
P.; Himes, John H.; & Grantham-McGregor, Sally
Health, nutrition and socio-economic predictors of school achievement
among 13 and 14-year-old Kingston girls—abstract. West Indian Medical
Journal, vol. 43, Suppl. 1, Apr. 1994, p. 27.
Scientific Meeting of the Commonwealth Caribbean Medical Research
Council, 39th, Kingston, Jamaica, 21–23 Apr., 1994.
Poor school achievement is a major problem that seriously affects the
future of many students in Jamaica. As part of a study on the health and
nutrition of 13- and 14-year-old girls, their nutritional status and health-
related behaviours were investigated to determine whether these contrib-
uted to the poor levels of achievement. The sample was selected from all
nine All-Age and New Secondary schools in the city of Kingston with
over 40 girls enrolled in Grade 8. From the 1,061 eligible girls, 452 were
randomly selected. Each girl was given an in-depth interview by one of
five trained female interviewers, using a structured questionnaire to col-
lect health-related behaviours and social background. The girls’ heights,
weights, and skinfolds were measured and blood taken for the assessment
of iron status. School achievement was measured, using the Wide Range
Achievement Test, and expressed in grade level ratings. Mean achieve-
ment levels were poor. The girls’ weights and heights were appropriate
for their age; however, 16% of them were anaemic (haemoglobin 11.5
gm/dl). Variables that made unique contributions to the variance in
school achievement were identified. Lack of school materials, reading
stimulation at home, and community participation, as well as anaemia,
involvement in fights, early sexual intercourse, and chores before school
were associated with poor school achievement.
Locations
Main Library, UWISA R18 W4
Main Library, UWIM R18 W4
Medical Library, UWIM R18 W4.
Science Library, UWIM R18 W4
NALIS REF WI 610 We
32 / Areas of Research
046
Worrell, Frank C.
Ethnic and gender differences in self-reported achievement and
achievement-related attitudes in secondary school students in Trinidad.
Caribbean Curriculum, vol. 13, 2006, pp. 1–22.
This study examined self-reported achievement, achievement-related
behaviours, and achievement-related attitudes of 1,434 students attending
secondary schools in Trinidad. Females reported higher achievement
than males, and males reported cutting class more than females, and both
of these differences yielded medium-effect sizes. Females also reported
completing homework more frequently and higher academic perceived
life chances than males. East Indian students reported higher achieve-
ment, homework completion, time on schoolwork, and academic per-
ceived life chances than their Black and Mixed counterparts, as well as
spending less time with friends during the week and lower rates of cutting
class. However, all of the ethnic comparisons yielded low-effect sizes.
Given the differences found and the potential for achievement differ-
ences to increase over time, more research on gender and ethnic group
differences is recommended.
Locations
CERIS SERIALS: CARIB. CURR.
SOE Library, UWISA SERIALS
Main Library, UWISA LH45 C37
Male Underachievement
047
Addressing male underperformance in the education system: Intervention strategies:
Final report of Regional Conference. Port of Spain, Trinidad: Trinidad and
Tobago National Commission for UNESCO, 1997. 20 p.
Conference on Intervention Strategies to Address Male Underperform-
ance in Primary and Secondary Education, Port of Spain, Trinidad and
Male Underachievement / 33
Tobago, 26–28 Nov., 1997. Sponsored by Trinidad and Tobago Ministry
of Education; Trinidad and Tobago National Commission for UNESCO.
The objectives of this conference were (1) to review and analyse the fac-
tors contributing to male underperformance in primary and secondary
education in the English-speaking Caribbean; and (2) to develop inter-
vention strategies to address male underperformance in the education
system. The search for intervention strategies was informed by two major
presentations that outlined the findings of recent research into the prob-
lem in Trinidad and Tobago, Jamaica, and the other Caribbean territories.
Gender differences in achievement, as measured by the external examina-
tions of the Caribbean Examinations Council (CXC) and the University
of Cambridge were examined, as well as gender differences in higher edu-
cation, as evidenced by data from The University of the West Indies
(UWI). Strategies for intervention were explored in four working
groups—teacher education, the curriculum (primary and secondary),
post-secondary, and early childhood care and education. The conference
also explored and discussed intervention strategies in terms of support
systems from the perspective of the family and the community. The
conference report presents the rapporteur’s summary of issues and rec-
ommendations from the four workshop groups.
Locations
CERIS 535/501:01
SOE Library, UWISA WI RES LC1390 C27 A33 1997
048
Bailey, Barbara
Comments on male underachievement. YouWe Quality Assurance Forum,
No. 4, 2000, pp. 24–26.
This article argues that in assessing male underachievement at The Uni-
versity of the West Indies (UWI), it should be remembered that males
continue to perform creditably in the critical scientific and technical areas,
even though fewer males are participating and gaining certification at the
tertiary level.
34 / Areas of Research
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
049
Bailey, Barbara
Gender and education in Jamaica: What about the boys? Kingston, Jamaica:
UNESCO Representative in the Caribbean, 2000. ix, 62 p. (EFA in the
Caribbean: Assessment 2000. Monograph Series; No. 15)
This monograph focuses on a range of issues related to boys’ education in
a Jamaican context. Quantitative data were analysed with respect to issues
of access, curriculum participation, and performance. Qualitative data
relating to factors contributing to school dropout by boys, as well as the
nature of gender relations in a mixed-sex secondary level classroom were
also included. The findings indicate that males are under-participating in
the upper cycle of the secondary level and at the tertiary level. However,
performance data show that they are more strategically positioned in the
sciences and in technical crafts, and, overall, are the better performers in
these areas. Therefore, while there are some males who are not perform-
ing well, there are others who are doing better than females in the more
critical areas of the curriculum. It is suggested that it is the wide gap
between male and female participation at the higher levels of the
education system, rather than differentials in performance, based on rate
of success, which can be used to substantiate any claim of male
underachievement.
Locations
CERIS 535/501:05
SOE Library, UWISA WI RES LC212.83 J25 B35 2000
Main Library, UWISA LC213.3 C27 no. 15
Main Library, UWIM LC212.93 J3 B34 2000
NLJ Pam. 370.19345097292 Ja Bai
Male Underachievement / 35
050
Bailey, Barbara, & Brown, Monica M.
Schooling and masculinity: Boys’ perceptions of the school experience.
Caribbean Journal of Education, vol. 21, nos. 1–2, 1997, pp. 42–57.
This article identifies financial constraints and community and school
violence as the major factors in this pilot study contributing to boys
dropping out of the formal school system, and for their non-participation
and resultant underachievement. It is suggested that it is the political
economy of the boys’ situation, rather than socialization or school factors,
which accounts for their underachievement. However, socioeconomic
factors have not been raised as problematics in much of the existing dis-
course on male underachievement, mainly because the focus has been on
comparisons between the sexes rather than on intra-group factors such as
social class assignment, family structure, and place of residence, and how
these influence schooling and the school experience of boys.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
NALIS REF WI 370.509729
NLJ C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
051
Chevannes, Barry
[Interview on gender disparity in education]. [New York]: Gender
Achievements and Prospects in Education, United Nations Girls’ Educa-
tion Initiative [200?]. 7 p.
This interview sought Prof. Chevannes’ views on gender disparity in edu-
cation in the Caribbean, with particular focus on male underachievement.
It sought to identify home, school, and environmental factors responsible
for boys’ alienation from school.
36 / Areas of Research
Location
Internet http://www.ungei.org/gap/pdfs/Chevannes.pdf
052
Chevannes, Barry
The male problem: An Afro-Caribbean perspective. Children in Focus, vol.
5, no. 2, Apr–Jun. 1993, pp. 7–8.
This article places the crisis of boys in the education system within the
context of a larger problem among Afro-Caribbean males, and seeks to
determine whether males are “failing” or consciously opting out of the
system.
Locations
CERIS VF/MEM:02
Main Library, UWISA HV747 C27 C55
053
Cross, Beth
‘Watch mi eyes’: The predicament of visual and scribal literacy choices, as
explored with rural Jamaican adolescent boys. Compare, vol. 33, no. 1,
2003, pp. 65–83.
This paper examines the theme of oral cultures in a world of literacy,
assessment, and certification. In particular, it explores the oral youth cul-
ture of adolescent males in rural Jamaica at the pivotal point of their
educational careers in the school term preceding their Grade Six
Achievement Tests, which determines their placement, if any, in
secondary education. Using an Interactional Sociolinguistical approach
(Rampton, 2001), including participant observation, close transcript
analysis, and a cyclical analysis dialogue with teachers and students, the
paper documents boys’ sense-making strategies, which in important ways
bypass scripted literacy as an effective means of learning, and instead
concentrate on oral and visual media literacy (Cooper, 1993; Stolzhoff,
2000). The paper draws on theoretical constructs of Bakhtin (1981) to
explore the consequences of discourse differences for the educational
Male Underachievement / 37
under-participation or underachievement of the youths who contributed
to the study.
054
Davis, James E.
Boys to men: Masculine diversity and schooling. In Frank C. Worrell (ed.),
Second Annual Summer Institute: “Boys to Men”: The challenges of engaging boys
academically and emotionally in the primary and secondary school system, August
7th–9th, 2002: Edited proceedings (pp. 1–12). [Port of Spain], Trinidad:
School Leadership Center of Trinidad and Tobago, 2003.
This paper highlights how boys make sense and construct meanings of
masculinity. It also focuses on critical issues identified in the literature by
boys themselves, which inform schools about valuing diversity in mascu-
linity.
Location
CERIS 535/501:08
055
De Lisle, Jerome
Male academic underachievement in Trinidad and Tobago: Nature, ante-
cedents, & consequences: A review & analysis. 71 p.
Paper prepared for the Conference on Intervention Strategies to Address
Male Underperformance in Primary and Secondary Education, Port of
Spain, Trinidad and Tobago, 26–28 Nov., 1997. Sponsored by Trinidad
and Tobago Ministry of Education, Trinidad and Tobago National Com-
mission for UNESCO.
This paper is concerned with chronic, broad underachievement among
male students in the school system of Trinidad and Tobago. The standard
used to assess male underachievement in the school system is based on
the expected performance of the male sub-population on aptitude tests,
as a component of the general population. In order to ensure that valid
and reliable generalizations were made about the differences in achieve-
ment between males and females, the study based its conclusions on
38 / Areas of Research
analyses of a breadth of statistical data, which covered key educational
indicators such as subject enrolment, school enrolment, dropout and
grade repetition rates, as well as an assessment of pass rates. Unfortu-
nately, mean scores by gender were not readily available in most of the
key local high stakes examinations (except 14+), so that alternative meth-
ods of assessing achievement were derived, for example, in the case of the
Caribbean Examinations Council (CXC) examinations, the number of
males and females obtaining Grades I and II were used as a measure of
overall achievement. The study concluded that male underachievement
was a growing problem in Trinidad and Tobago, and suggested that inter-
vention strategies must be targeted in terms of: (1) institutional policies
and processes; (2) classroom interaction processes; (3) the development
of school based, gender-relevant programmes for boys; (4) the provision
of attribution and motivation training for all students; (5) teacher sensiti-
zation; and (6) parent involvement programmes targetting fathers and
boys.
Locations
CERIS 535/501:02
SOE Library, UWISA WI RES LC1390 T7 D45 1997
056
De Lisle, Jerome; Smith, Peter; & Jules, Vena
Which males or females are most at risk and on what? An analysis of gen-
der differentials within the primary school system of Trinidad and
Tobago. Educational Studies, vol. 31, no. 4, Dec. 2005, pp. 393–418.
This paper reviews the work on gendered achievement in the English-
speaking Caribbean, with its often explicit focus on underachieving
males. In Trinidad and Tobago, the full-scale implementation of national
assessments in 2004 provided an opportunity to evaluate mathematics
and language performance across the entire student population of Stan-
dards 1 (7- to 8-year-olds) and 3 (9- to 10-year-olds). Census data from
the Secondary Entrance Assessment (SEA) administered at Standard 5
(ages 10–11+) were also included in the analysis. The entire data set con-
sisted of 52,284 primary school students (26,574 males and 25,710
Male Underachievement / 39
females). The findings confirmed that female students had a statistically
significant advantage on all assessments. However, in terms of practical
significance, most differentials were negligible to small. Medium-sized
differentials were obtained for students of low ability, living in rural edu-
cational districts, and on language arts. Male achievement scores were
more variable for lower grade levels, low-ability groups, and language
arts. Paradoxically, in some educational districts, secondary school place-
ment opportunities still favoured males. It is concluded that these varie-
gated patterns of gendered achievement may be associated with
differences in institutional effectiveness and variations in male socializa-
tion practices that are especially evident across the rural-urban divide.
057
Drayton, Kathleen B.
The gender crisis in education. Children in Focus, vol. 5, no. 2, Apr–Jun.
1993, p. 9.
This brief article suggests that the crisis of young men in Caribbean soci-
ety is rooted in socioeconomic arrangements created by social and eco-
nomic policies and ideologies, which enshrined inequality, and asserts
that women should not be blamed for the problem.
Locations
CERIS VF/MEN:02
Main Library, UWISA HV747 C27 C55
058
Evans, Hyacinth L.
Gender and achievement in secondary education in Jamaica. Kingston, Jamaica:
Policy Development Unit, PIOJ, 1999. vi, 113 p. (Planning Institute of
Jamaica Policy Development Unit Working Paper; No. 2)
The Ministry of Education and Culture in Jamaica commissioned a study
of gender differences in academic achievement and participation in order
to determine why boys were achieving less than girls, and to discover
what part, if any, the school played in this disparity. The study was thus
40 / Areas of Research
designed to emphasize school-related factors, although it was recognized
that socialization within the home and the community might contribute
to students’ desire or disposition to participate in education, and to their
motivation to achieve. This report presents the findings of research that
was conducted over 10 months, between September 1977 and April 1998,
on students in four types of secondary schools. The research aimed to
obtain information on gender differences in participation, opportunities
to learn, and achievement at the secondary school level, and the reasons
for these differences. The results of the study indicated that boys and girls
exist in a gender-coded school environment, and differ on almost every
measure examined in the study. The most critical areas identified for
urgent attention were (1) the nature of teacher-student interaction and
teacher bias against boys; (2) the negative effects of streaming; (3) gender
coding of appropriate student behaviour and subject choice; (4) gender-
stereotyped notions, which were more frequently held by boys than girls;
(5) students’ academic identity, which was more problematic for boys; (6)
alienation of boys by the curriculum and teaching methods; (7) secondary
high school boys’ ability to read; (8) over-emphasis on testing and screen-
ing at the primary school level; and (9) worrisome aspects of the function-
ing of the comprehensive high schools.
Locations
CERIS 535/501:06
Main Library, UWISA LC212.93 J25 E93 1999
Main Library, UWIM LC212.93 J3 E92 1999
NLJ 370.19345097292 Ja Eva
ECLACPOS CDC 14721
059
Evans, Hyacinth L.
Gender differences in education in Jamaica. Kingston, Jamaica: UNESCO, 1999.
x, 58 p. (EFA in the Caribbean: Assessment 2000. Monograph Series; No.
12)
This study of gender differences in academic achievement, participation,
and opportunity to learn, sought to determine why boys were achieving
less than girls, and to discover what part, if any, the school played in this
Male Underachievement / 41
disparity. The sample consisted of 3,719 Grades 9 and 11 students in four
types of secondary schools—high, comprehensive, technical, and all-age
primary and junior high schools. Approximately 700 of these students
were interviewed individually and in groups. Academic performance was
assessed on end-of-term examinations. Results showed that boys and
girls exist in a gender-coded school environment and differ on almost
every measure examined in the study. Many factors contributed to the
gender differences in academic performance. Specific measures that
related to academic performance were (1) school practices, such as being
beaten and insulted, that demean students, particularly boys; (2) academic
identity; 3) the belief that school will help you in later life; and 4)
involvement in work activities. At the same time, ethnographic observa-
tion revealed that boys actively and continuously constructed a definition
of themselves as irresponsible, unreliable, and uninterested in academic
work.
Locations
CERIS 535/501:04
SOE Library, UWISA WI RES LC212.83 J25 E92 1999
Main Library, UWISA LC213.3 C27 no. 12
Main Library, UWIM LC212.93 J3 E922 1999
NLJ Pam 370.19345097292 Ja Eva
ECLACPOS CDC 14812
060
Evans, Hyacinth L.
Gender differences in participation, opportunities to learn and achievement in secondary
education in Jamaica. Final report to the World Bank. Mona, Jamaica: Faculty of
Education, The University of the West Indies, 1998. 184 p.
This study was commissioned by the Jamaican Ministry of Education and
Culture in order to determine why boys were achieving less than girls, and
to discover what part, if any, the school played in this disparity. It was
thus designed to emphasize school-related factors, although it was recog-
nized that socialization within the home and community might contribute
a great deal to students’ desire or disposition to participate in education
and their motivation to achieve. The sample consisted of (1) 3,719
42 / Areas of Research
Grades 9 and 11 students in four types of secondary schools—high, com-
prehensive, technical, and all-age primary and junior high schools; (2) 661
Grade 1 students in 22 all-age/primary and junior high schools; and (3)
92 Grades 5 and 6 teachers. The results indicated that boys and girls exist
in a gender-coded school environment, and differ on almost every meas-
ure examined in the study. It appeared that many factors contribute to the
gender differences in academic performance.
Location
Doc. Centre, SOE, UWIM
061
Figueroa, Mark
Addressing gender differentials in educational achievement: A Caribbean
perspective. [n.p.].
Paper prepared for the Pan Commonwealth Forum on Open Learning,
4th, Ocho Rios, Jamaica, 30 Oct.–3 Nov., 2006 . Sponsored by Common-
wealth of Learning; Caribbean Consortium.
This paper discusses the various theories that have been advanced to
describe the shifting patterns in Caribbean education, namely, male mar-
ginalization, male under-performance, and the author’s own perspective
of gender privileging. It suggests that rather than seeking solutions such
as segregated classrooms or lowering entry standards for boys, the region
should be examining the areas in which many boys (and girls) are weak,
such as reading and language usage, and providing support. Rather than
seeking to make classrooms boy friendly to deal with their boredom, the
article suggests that it is necessary to determine what in the educational
system is causing so many children to tune out. The paper concludes that
the availability of new technologies and the opportunities posed by the
application of open, distance, and technology-mediated learning present
new sites for the creation of gender differentials as well as possibilities for
overcoming them.
Male Underachievement / 43
062
Figueroa, Mark
Making sense of male experience: The case of academic underachieve-
ment in the English-speaking Caribbean. IDS Bulletin, vol. 31, no. 2, Apr.
2000, pp. 68–74. (Reprinted in YouWe Quality Assurance Forum, No. 8, May
2002, pp. 11–16)
This article reviews the evidence of differential gender achievement in
education, and highlights the range of explanations derived from Carib-
bean research that help to explain these differences, within a framework
of gender privileging. It also presents approaches to policy and practice
that are informed by a notion of gender privileging, and contrast them
with proposals derived from a male marginalization perspective.
Locations
CERIS Photocopy #96
SOE Library, UWISA WI RES LC1390 C27 F54 2000
Main Library, UWIM HC59.7 I37
UVI Libraries HC59.7 B69
063
Figueroa, Mark
Male privileging and male ‘academic underperformance’ in Jamaica. 37 p.
Paper prepared for the Symposium on the Construction of Caribbean
Masculinity, St. Augustine, Trinidad and Tobago, 11–13 Jan., 1996. Spon-
sored by Centre for Gender and Development Studies, The University of
the West Indies, St. Augustine.
This paper examines “academic underperformance” as one aspect of
maleness in Jamaica, and seeks to ascertain the extent to which this
underperformance can be understood in relation to the historical privileg-
ing of the male gender. It examines some of the statistical evidence avail-
able, and demonstrates that although females are often outperforming
males in terms of overall numbers, a more detailed analysis of the statis-
tics reveals the footprint of the old male privileging. It also seeks to show
44 / Areas of Research
how the increasing tendency of males to lose ground in academic fields
where they had previously dominated can be seen as part of a process of
cumulative causation, in which cultural patterns rooted in the historical
privileging of the male gender play an important role. In analysing the
educational system, the paper interrogates the gendered processes taking
place inside the classroom, and seeks to show how these may be contrib-
uting to male underperformance. The impact of motivational and other
factors outside the school is considered, particularly the prospects that
males and females face in their efforts to realize a career that provides
high income, social prestige, and self-fulfilment.
Locations
SOE Library, UWISA WI RES BF175.5 C27 U5 C6 1996
ECLACPOS CDC 13054
064
Figueroa, Mark
Male privileging and male “academic underperformance” in Jamaica. In
Rhoda Reddock (ed.), Interrogating Caribbean masculinities: Theoretical and
empirical analyses (pp. 137–166). Mona, Jamaica: UWI Press, 2004.
This chapter seeks to ascertain the extent to which male academic under-
performance can be understood in relation to the historical privileging of
males, using Jamaica as a case study. Instead of seeing the current under-
performance as a result of male marginalization or victimization, the
chapter demonstrates how it might be conceptualized as an ironic conse-
quence of historic male privileging. The chapter begins with an examina-
tion of some of the statistical evidence available and demonstrates that,
although females are often outperforming males in terms of overall num-
bers, a more detailed analysis of the statistics reveals the footprint of the
old male privileging. It then seeks to show how the increasing tendency
of males to lose ground in academic fields where they had previously
dominated can be seen as part of a process of cumulative causation in
which cultural patterns rooted in the historical privileging of male gender
play an important part. The chapter further interrogates the gendered
processes that are taking place in the schoolroom and seeks to show that
Male Underachievement / 45
these may be contributing to male underperformance, and also examines
the impact of motivational and other factors beyond the school gate. It
concludes by indicating how transformation of gender relations and the
reform of the educational system might benefit all concerned and pro-
vides some suggestions for further research.
Locations
SOE Library, UWISA WI RES BF692.5 I67 2004
Main Library, UWISA BF692.5 I67 2004
Main Library, UWIM BF692.5 I67 2004
NALIS REF WI 305.3109729
UVI Libraries BF692.5 I67 2004
ECLACPOS CDC 15851
CGDS, UWISA
065
Foster, Troy
View from the President of Jamaica’s National Secondary Students’
Council. Children in Focus, vol. 5, no. 2, Apr–Jun. 1993, p. 7.
This article briefly looks at some of the reasons for the plight of the
Jamaican male student, as reflected in the ratio of males to females enter-
ing, and graduating from, The University of the West Indies, Mona.
Locations
CERIS VF/MEM:02
Main Library, UWISA HV747 C27 C55
066
Goldberg, Nicholas, & Bruno, Rock
Male underachievement in Dominica: Extent, causes and solutions. Final report.
Roseau, Dominica: Basic Education Reform Project, Ministry of Educa-
tion, Sports and Youth Affairs, 1999. [ii], 50 p.
This study sought to provide qualitative and quantitative evidence on the
nature and causes of male underachievement in Dominica, and to identify
ways of addressing the problem. The research was conducted in two
46 / Areas of Research
phases. In the first phase, interviews with educators were conducted and
records from schools and government departments were obtained and
analysed to determine entry rates, performance levels, and rates of attri-
tion. Data were also collected from unemployed youth, students, teach-
ers, and parents using a number of questionnaires and interview
schedules. The findings showed substantial evidence that girls performed
better than boys at all stages of the educational system in Dominica.
There appeared to be general agreement on the part of parents, teachers,
students, and education officials that differences in achievement and atti-
tude between boys and girls were related to (1) differences in gender
socialization processes; (2) parental encouragement; and (3) gender dif-
ferences in teacher-student interactions. Recommendations, which were
agreed upon by a broad cross-section of those consulted, are provided.
Locations
CERIS 535/501:07
SOE Library, UWISA WI RES LC1390 D6 G65 1999
067
Harewood, Gordon N.
Addressing the learning needs of males in the Eastern Caribbean: Final report.
Washington, DC: World Bank, 2000. 58 p.
068
Jamaica: Alienation and high drop-out rates [case study]. In Jyotsna Jha &
Fatimah Kelleher, Boys’ underachievement in education: An exploration in selected
Commonwealth countries (pp. 82–95). London: Commonwealth Secretariat,
2006.
This case study examines a project—Change from Within—which
involved a partnership among schools, communities, organizations, and
the wider society in a programme of human resource development. The
project attempted to tackle the issues associated with gender parity in
education in Jamaica through experience sharing, teacher commitment,
and designing specific initiatives for each of the schools that adopted the
project. The first part describes the methodology and programme devel-
Male Underachievement / 47
opment of the project, and the second highlights the response of a par-
ticular school to the innovations used.
Location
Internet http://www.col.org/colweb/webdav/site/myjahiasite/shared/docs
/BoysUndeachievement_web.pdf
069
Jha, Jyotsna, & Kelleher, Fatimah
Boys’ underachievement in education: An exploration in selected Commonwealth coun-
tries. London: Commonwealth Secretariat, 2006. xiv, 134 p.
This study was initiated in response to concerns about the phenomenon
of gender disparities in education in the Commonwealth turning in
favour of girls, both in terms of participation and performance. It is based
on the analysis of secondary data from various sources and case studies of
specific examples conducted in four Commonwealth countries: Australia,
Jamaica, Lesotho, and Samoa. The report is organized in two parts and
seven chapters. In part 1, the introductory chapter is followed by a review
of the literature on the issue of boys’ underachievement, while the third
chapter summarizes the country case studies. Part II contains the four
country studies, which focus on an in-depth understanding of one exam-
ple of a school/educational institution/programme that has been per-
ceived as a solution to the issue in the particular country.
Location
Internet http://www.col.org/colweb/webdav/site/myjahiasite/shared/docs
/BoysUndeachievement_web.pdf
070
Lall, Karen
Deconstructing male academic underachievement: The perspectives of
three male adolescents. M.Ed. thesis, The University of the West Indies,
St. Augustine, 2004. 79, [48] p.
This study sought to profile three male adolescents in Form 3 of a “pres-
tige” secondary school in Trinidad and their experiences of academic
48 / Areas of Research
underachievement. Data were gathered through interviews with the boys,
their parents, and form teacher; observations of the boys; and from their
official academic records, in order to portray the contexts within which
they constructed their identities. The findings underscored the individual-
ity of each boy’s perception of schooling and self, and his experience of
family life, and how these correlated with his academic underachieve-
ment. The study also attempted to serve as an intervention strategy, by
encouraging the boys to confront their underachievement and find
solutions.
Location
SOE Library, UWISA WI Collection
071
Letang, Patsy Cecilia
Male underachievement: The Dominican context. M.Ed. thesis, Univer-
sity of Bristol, 1999. 93 p.
This study explored the incidence of underachievement among males in
the nonformal Youth Skills Training Programme in Dominica, which tar-
gets out-of-school youths. Data were collected through the use of
unstructured interviews and observation of a sample of eight males.
Interviews were also held with key personnel in the Youth Skills Training
Programme and the Ministry of Education. It was found that “toubac”
(truancy) and difficult experiences at home and school were the main
contributors to the problem of underachievement among these males.
072
Miller, Errol L.
The Caribbean education debate: Why are boys failing? Children in Focus,
vol. 5, no. 2, Apr–Jun. 1993, pp. 1, 10.
This article examines some of the explanations proffered to explain the
phenomenon of poor performance of boys compared to girls in Carib-
bean schools, and identifies their limitations. It suggests steps that should
be taken in seeking to validate theories such as these.
Male Underachievement / 49
Locations
CERIS VF/MEM:02
Main Library, UWISA HV747 C27 C55
073
Niles, John D.
Teacher perceptions of the adolescent gender gap in academic achieve-
ment in Trinidad and Tobago. Ph.D. thesis, University of South Florida,
2004. 176 p.
This study developed the Teacher Perceptions of the Adolescent Gender
Gap in Academic Achievement Survey. This 54-item instrument
measured teachers’ views on why girls were outperforming boys
academically and provided initial validation evidence. It included six
demographic items and items measuring the constructs of Teacher
Expectations and Teacher Attributions, Teacher Perceptions of Student
Motivation, Teacher Perceptions of Peer Effect, Teacher Classroom
Interaction, and Parental Input. The gender gap was computed for each
of 545 lower secondary school teachers by taking randomly selected
examination scores for each teacher for three girls and three boys and
taking the difference of the mean of the scores. It was found that peer
input had a significant correlation with gap scores, and also explained the
largest proportion of the variance in the gap scores. Other significant
contributors were motivation, the classroom behaviour of boys, and
whether or not the teacher had a bachelor’s degree or was a trained
teacher.
Location
Main Library, UWISA LB1060.6 N55 2004
074
Parry, Odette
Boys will be boys: Why Caribbean males underachieve. 16 p.
Paper prepared for the Symposium on the Construction of Caribbean
Masculinity, St. Augustine, Trinidad, 11–13 Jan., 1996. Sponsored by
50 / Areas of Research
Centre for Gender and Development Studies, The University of the West
Indies, St. Augustine.
This paper explores some aspects of the “female as villain” thesis, which
seeks to explain the phenomenon of male underachievement in education
systems in the Caribbean. It focuses on females as both students and
teachers in the secondary education systems in Jamaica, Barbados, and St.
Vincent and the Grenadines, and seeks to illustrate some of the ways in
which females are perceived as problematic and how, as teachers and stu-
dents, they are held responsible for the poor educational performance of
boys. In highlighting the crucial role of male gender identity, which is
central to the female villain thesis as it relates to both teachers and stu-
dents, the paper offers an alternative perspective on male educational
underachievement. Data were collected through classroom observation
of 14-year-old fourth form students, and ethnographic style interviews
with principals (17), guidance counsellors (13), and fourth form teachers
(82) in selected subjects. Fourth form classes in English A (Language),
biology, and physics provided the main focus of the classroom
observations.
Locations
SOE Library, UWISA WI RES BF175.5 C27 U5 C6 1996
ECLACPOS CDC 13059
CGDS, UWISA
075
Parry, Odette
Equality, gender, and the Caribbean classroom. 21st Century Policy Review:
An American, Caribbean and African Forum, vol. 3, nos.1–2, Fall 1995–Winter
1996, pp. 177–197.
This article explores some aspects of male underachievement among
Jamaican high school students. It focuses on three aspects of gender dif-
ferences that teachers perceive, namely, gender behaviour, gender apti-
tudes, and gender appropriateness, and explores teachers’ understandings
of how and why these differences arise. Data were collected through eth-
Male Underachievement / 51
nographic interviews with principals, teachers, and guidance counsellors.
Respondents tended to see the sources of gender differences in class-
room behaviour as stemming from the experiences of students outside
school, which is seen as minimizing the importance of male gender
identity, an identity which is encouraged in the classroom and yet runs
contrary to the ethos of education.
Locations
Main Library, UWIM E185.5 T83
CGDS, UWISA
076
Parry, Odette
Male underachievement in high school education in Jamaica, Barbados, and St. Vin-
cent and the Grenadines. Mona, Jamaica: Canoe Press, 2000. iv, 75 p.
Through a qualitative appraisal of classroom practices, this study set out
to explore aspects of gender responses in secondary school education
that have implications for the educational performance of Caribbean
males. It focused on educational motivations and performances by exam-
ining them at both the level of classroom interactions and as a reflection
of the demands and expectations of the wider culture in which they are
embedded. Data were collected from observations of Form 4 classrooms
in 15 schools; qualitative or ethnographic style interviews with 82 Form 4
teachers; and questionnaires completed by 668 Form 4 students. Some of
the main findings were that: (1) the extremely hard macho, male image of
Caribbean men with which young Caribbean males seek to identify runs
contrary to the academic ethos of education, and militates against their
educational motivation and performance; (2) male gender identity as cur-
rently constructed has implications for classroom behaviour, educational
motivation, participation in classes, and educational performance; (3) stu-
dents are still channelled into what are seen as gender-appropriate subject
areas; and (4) the use of educationally harmful strategies of verbal disci-
plining, such as sarcasm and ridicule, is justified by the belief of many
teachers that boys are more resilient and less sensitive than females.
52 / Areas of Research
Locations
SOE Library, UWISA WI LC1390 P37 2000
Main Library, UWISA LC1390 P37 2000
Main Library, UWIM LC1390 P37 2000
Main Library, UWICH LC1390 P37 2000
COB Library W LC1390 P37 2000
UVI Libraries LC1394 P37 2000
NALIS REF WI 373.18351 Pa
NLJ 371.823 Ja Par
077
Parry, Odette
Masculinities, myths, and educational underachievement in Jamaica, Bar-
bados, and St. Vincent and the Grenadines. In Rhoda Reddock (ed.), Inter-
rogating Caribbean masculinities: Theoretical and empirical analyses (pp. 167–184).
Mona, Jamaica: UWI Press, 2004.
This chapter seeks to challenge some dominant myths about Caribbean
male educational underachievement. It explores some aspects of the
“female as villain” thesis by focusing upon females as both students and
teachers in the secondary education systems of Jamaica, Barbados, and St.
Vincent and the Grenadines. The chapter tries to illustrate some of the
ways in which females are perceived as problematic and how, as teachers
and students, they are held responsible for the poor educational
performances of males. In highlighting the crucial role of male gender
identity, which is central to the “female villain” thesis, as it relates to both
teachers and students, the chapter attempts to offer an alternative
perspective on male educational underachievement.
Locations
SOE Library, UWISA WI RES BF692.5 I67 2004
Main Library, UWISA BF692.5 I67 2004
Main Library, UWIM BF692.5 I67 2004
NALIS REF WI 305.3109729
ECLACPOS CDC 15851
UVI Libraries BF692.5 I67 2004
CGDS, UWISA
Male Underachievement / 53
078
Parry, Odette
“Schooling is fooling”: Why do Jamaican boys underachieve in school?
Gender and Education, vol. 9, no. 2, Jun. 1997, pp. 223–231.
This article examines two ways in which females, as students and teach-
ers, are linked, in teachers’ accounts, to the educational underachieve-
ment of Jamaican boys: (1) through the sexual rejection of male students
by their female peers, and (2) through the predominance of female teach-
ers in school. The account is based on data collected between September
1994 and July 1995. The methodological approach was informed by natu-
ralism, and the main data collection methods were classroom observation
of fourth form students, and interviews with 8 head teachers, 7 guidance
counsellors, and 47 fourth form teachers in selected subjects from eight
schools. Analysis of the data revealed the crucial role sex/gender identity
plays in educational failure. In addition, the lack of male role models is
problematic.
Location
CERIS Download #22
079
Polydore, Kay M.
Should women be concerned about boys’ inequalities of access to secon-
dary education? 56 p.
Paper prepared for the Symposium on the Role of Women in Policy Mak-
ing in Education in the Commonwealth Caribbean, Bridgetown, Barba-
dos, 14–16 Apr., 1992. Sponsored by UNESCO/CARNEID/UWI.
This study sought to (1) examine the practices and procedures in the pri-
mary school that contribute to fewer boys writing and passing the Com-
mon Entrance Examination (CEE), and (2) identify the factors associated
with boys’ performance at the primary school level. Data were collected
through questionnaires administered in one urban and one rural primary
school in Dominica to students registered to write the CEE in 1992 and
to their teachers.
54 / Areas of Research
Location
CGDS, UWIM LB1602/ Pamph. 349
080
Ransome, Myrna
An evaluation of underachievement and behavioural problems in boys in
a five year co-educational secondary school in Trinidad and Tobago.
M.Ed. thesis, University of Sheffield, 1998. [n.p.].
081
Superville, Linda Karen
Male academic underachievement: A case study. Caribbean Journal of Educa-
tion, vol. 21, nos. 1–2, Apr/Sep., 1999, pp. 25–41.
This study sought to determine school and home factors that contribute
to male underachievement, as well as the effectiveness of an intervention
programme—the Integrated Study and Self-Improvement System (ISIS).
Data were collected through questionnaires, group and personal inter-
views, and observation. The results showed no single cause of male aca-
demic underachievement. At school, negative labelling of students and
low teacher expectations undermined academic success, as did the school
alienation students experienced, particularly male students. Punishment
of male students was seen as degrading, whereas female students were
punished less severely. At home, male students suffered from lack of
effective parental support and monitoring, particularly from fathers, and
were also pressured to achieve. The intervention programme—ISIS—was
gender relevant and adopted an integrated approach, making parents,
students, and teachers partners in the learning process. It concentrated on
imparting study and life skills, focusing on two areas of deficit—academic
and motivational/affective. While ISIS needed more time for reinforce-
ment, it was successful: academic performance and general attitude to
academic work improved in 75% of the male and 20% of the female
students.
Male Underachievement / 55
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
NALIS REF WI 370.509729
NL C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
082
Superville, Linda Karen
Male academic underachievement in secondary schools: A case study.
M.Ed. thesis, The University of the West Indies, St. Augustine, 1998. xii,
273 p.
This action research study sought to identify school and home factors
that contributed to male academic underachievement, and to determine
the effectiveness of an intervention programme—the Integrated Study
and Self-Improvement System (ISIS)—aimed at reversing academic
underachievement. Data were collected from a sample of 32 Form 5 stu-
dents (20 girls and 12 boys), aged 16–17 years, from St. James Govern-
ment Secondary School in Trinidad, using questionnaires, group and
personal interviews, and observation. Results of the data analysis revealed
that there was no single cause of male academic underachievement. At
the school level, some of the concerns identified were (1) the negative
labelling of students; (2) the low level of teacher expectations; (3) the level
of school alienation experienced by students in general, and male stu-
dents in particular; and (4) the types of punishment imposed on male stu-
dents, which they perceived as degrading, compared with that
administered to female students. At the home level, the absence of effec-
tive parental support and monitoring was the main concern identified.
The ISIS adopted an integrated approach in making parents, students,
and teachers partners in the learning process, and focused on imparting
study and life skills needed by students in order to become academic and
life achievers. Two areas of deficit were addressed: academic and motiva-
tional/affective. While ISIS needed more time for reinforcement, it was
56 / Areas of Research
successful as 75% of the male students displayed an improvement in their
academic performance and general attitude to their academic work.
Location
SOE Library, UWISA WI RES LC210.8 T7 S87 1998
083
What the boys think. Children in Focus, vol. 5, no. 2, Apr–Jun. 1993, p. 6.
This is a record of some of the responses of boys from an all-boys school,
St. Mary’s College, St. Lucia, to a question that sought to determine why
they thought that their peers were failing in the education system.
Locations
CERIS VF/MEM:02
Main Library, UWISA HV747 C27 C55
084
Worrell, Frank C., ed.
Second Annual Summer Institute: “Boys to Men”: The challenges of engaging boys
academically and emotionally in the primary and secondary school system, August
7th–9th, 2002: Edited proceedings. [Port of Spain], Trinidad: School Leader-
ship Center of Trinidad and Tobago, 2003. iv, 23 p.
This publication contains three presentations to the 2nd Annual Summer
Institute of the School Leadership Center of Trinidad and Tobago: (1)
Boys to Men: Masculine Diversity, and Schooling (James Earl Davis); (2)
Male Youth Resistance and Violence in Schools (Pedro A. Noguera); and
(3) What do we Know About Male Students and how can we use Data
for Decision Making and Intervening with School Problems (Frank C.
Worrell).
Location
CERIS 535/501:08
Access to Education / 57
085
Worrell, Frank C.
What do we know about our male students and how can we use data for
decision making and intervening with school problems?. In Frank C.
Worrell, (ed.), Second Annual Summer Institute: “Boys to Men”: The challenges of
engaging boys academically and emotionally in the primary and secondary school system,
August 7th–9th, 2002: Edited proceedings (pp. 15–23). [Port of Spain], Trini-
dad: School Leadership Center of Trinidad and Tobago, 2003.
This Power Point presentation is divided into three sections. Section 1
focuses on how the scientific method is useful in allowing educators to
diagnose and intervene with school problems. Section 2 describes data
from a variety of sources. In order to contextualize the problems of
males, data are presented for male and female students on achievement as
well as attitudes and behaviours related to school success. Data on
effective teaching are also presented. Section 3 focuses on using data to
intervene with students.
Location
CERIS 535/501:08
Access to Education
086
Blouet, Olwyn Mary
Mrs. Eliza Fenwick and her school for girls in Barbados, 1814–1822. Jour-
nal of Caribbean History, vol. 34, nos. 1–2, 2000, pp. 1–19.
This article contextualizes the private school for girls in Barba-
dos—which was operated by Mrs. Eliza Fenwick—within the Barbadian
society of the time. There was a high demand for education and numer-
ous private schools attended by a relatively large part of the whites and
58 / Areas of Research
coloureds. It provides a description of Mrs. Fenwick’s life and career, and
how she eventually went to Barbados to run, with her daughter, a school
for white girls from the wealthy sections of society. The school soon
became a success, but the 1816 slave rebellion, and later economic down-
turn affected the school, more particularly the wealthy families paying the
relatively high fees.
Locations
Main Library, UWISA F1601 J86 C2
Main Library, UWIM F1601 J6
NALIS REF WI 972.9005 Jo
COB Library Periodical Collection
087
Brissett, D. Deloris
Development and validation of a model for retaining pregnant adoles-
cents and school age parents in the Jamaican school system. Ed.D. thesis,
Western Michigan University, 1981. viii, 233 p.
This study sought to develop and validate a model to retain pregnant stu-
dents and adolescent parents in Jamaican secondary schools. The analyti-
cal bases of the model were (1) a review of the literature of adolescent
child-bearing in Jamaica and the US; (2) a survey of five programmes that
delivered comprehensive services to pregnant students and adolescent
parents in Michigan; and (3) validation by a 5-member panel of Jamaican
professionals, each of whom had demonstrated expertise in the area of
adolescent sexuality, and was knowledgeable regarding the Jamaican soci-
ety and educational system. A systematic, non-mathematical change
model was developed—The Model for Retaining Pregnant Adolescents
and School-Age Parents in Jamaican Secondary Schools (MRPA)—and
validated in two stages: a self-administered validation questionnaire was
completed by each validator, followed by scheduled interviews. Results of
the validation indicated that, with some modification, the MRPA was
appropriate to be implemented in Jamaican secondary schools. Modifica-
tions to the model were made, based on the findings of the validation
process. Implementation of the model in the Jamaican school system was
intended to (a) reduce the incidence of pregnancy-related dropout from
Access to Education / 59
Jamaican secondary schools, (b) increase the chances for economic self
support among adolescent parents, and (c) have a positive effect on
decreasing the rate of adolescent child-bearing in Jamaica.
Locations
Main Library, UWIM LB3433 B74
SOE Library, UWIM
088
The case of Jamaica. In Colin Brock & Nadine K. Cammish, Factors affect-
ing female participation in education in seven developing countries (2nd ed., pp.
58–69. London: DFID, 1997. (Department for International Develop-
ment. Education Research; Serial No. 9)
Against the background of a description of Jamaica’s educational system
within the context of the socioeconomic environment of the country, this
case study presents the results of a survey of Primary 6 students, which
sought to ascertain some of their perceptions on gender and education. It
also presents the results of an investigation of the effects of the following
nine factors on female participation in education: geographical, sociocul-
tural, health, economic, religious, legal, political, administrative, and
educational.
Location
CERIS 180:12
089
Case study: Adolescent Mothers Programme of the Women’s Centre of
Jamaica Foundation: A second chance for education. In Gary Barker &
Felicia Knaul, Urban girls: Empowerment in especially difficult circumstances (pp.
46–48). London: Intermediate Technology, 2000.
This article notes that prior to the inception of the Women’s Centre of
Jamaica Foundation’s programme for adolescent mothers in 1978, a preg-
nant young woman in Jamaica was not permitted to remain in school
after her pregnancy became known, or to return after giving birth. The
Adolescent Mothers Programme attempts to relieve the negative effects
60 / Areas of Research
of early unwanted pregnancy. Pregnant schoolgirls (16 years and under)
continue their academic education at the Centre and are returned to the
normal school system after the birth of their babies. The primary focus of
the programme is its classroom instruction and educational support. Aca-
demic instruction is supplemented by group and individual counselling.
This results in the return to the school system of a self-assured young
woman, better prepared for her role in society.
Location
Main Library, UWISA HQ777 B245 2000
090
Case study of the Women’s Centre of Jamaica Foundation, Program for Adolescent
Mothers. Research Triangle Park, NC: Family Health International, [200?].
This case study provides a history of the Programme for Adolescent
Mothers in Jamaica, which offers academic instruction, personal and
group counselling, and, through referrals to local hospitals and clinics,
health services, and family planning. It includes interviews with current
and former participants, and comments from community members.
Location
Internet http://www.fhi.org/en/RH/Pubs/wsp/caseStudies/JamaicaCS.htm
091
Cole, Joyce
Female education in the contemporary Caribbean: Major trends and
issues. 26 p.
Paper prepared for the Women in the Caribbean Project Conference, St.
Phillip, Barbados, 12–16 Sep., 1982.
Location
WAND (729) 396.3 RO
Access to Education / 61
092
Cole, Joyce
Official ideology and the education of women in the English-speaking
Caribbean, 1835–1945, with special reference to Barbados. In Joycelin
Massiah (ed.), Women in the Caribbean Project Vol. 5: Women and education (pp.
1–34). Cave Hill, Barbados: Institute of Social and Economic Research,
The University of the West Indies, 1982.
Education in the British West Indian colonies was patterned on British
education. It was believed that a woman’s place was in the home. This
false ideology led to inferior provisions being made for the education of
girls as compared to boys.
Locations
SOE Library, UWISA WI RES LC2605 C2 U58
Main Library, UWICH LC1901 C3 W65
Main Library, UWIM LC1901 W65
ECLACPOS CDC 3328
UVI Libraries LC1901 B35 W66 1982
093
Dominica. Ministry of Education
Gender equality—ideal or reality in Dominican education. 12 p.
Paper prepared for the Caribbean Consultation Meeting for the World
Conference on Education for All, Kingston, Jamaica, 22–24 Nov., 1989.
Sponsored by UNESCO.
This paper examines access to education, continuation rates, and the
nature of programmes and curriculum in order to establish whether there
is equality of educational opportunity for both sexes. It finds that
although there is equal access for both sexes, the outcome of education is
not the same for each: females excel in the primary and secondary grades,
and the males seem to obtain greater success at the upper level of the
educational pyramid.
Location
CERIS 180:01
62 / Areas of Research
094
Drayton, Kathleen B.
Introduction: Women and education. In Joycelin Massiah (ed.), Women in
the Caribbean Project. Vol. 5: Women and education (pp. vii–xiv). Cave Hill,
Barbados: Institute of Social and Economic Research, The University of
the West Indies, 1982.
This introduction seeks to discuss the nature and purpose of education,
with special reference to some peculiarities of the Caribbean systems in
order to provide a context for the papers in the volume.
Locations
SOE Library, UWISA WI RES LC2605 C2 U58
Main Library, UWICH LC1901 C3 W65
Main Library, UWIM LC1901 W65
ECLACPOS CDC 3328
UVI Libraries LC1901 B35 W66 1982
095
Drayton, Kathleen B.
Women in social development: Health and education in the Commonwealth Caribbean
over the Decade for Women. St. Michael, Barbados: Women and Develop-
ment Unit, The University of the West Indies, 1985. 10 p.
This paper evaluates achievements in the Caribbean during the Decade
for Women within a theoretical framework defined by feminist theory,
and suggests strategies for the future. It is concluded that, generally, there
have been advances and increases in the provision of health and educa-
tion for women during the decade. However, old ideologies were still
shaping the organization of schools and their curricula, and the sexist
division of labour that education had re-inforced affected not only meth-
ods in education but also methods of health care delivery. The Decade
helped to identify and focus issues in health and education that needed to
be addressed both then and in the future.
Locations
Main Library, UWIM HQ1186 C27 D72
ECLACPOS CDC 4137
Access to Education / 63
096
Education. In Barbados. National Commission on the Status of Women
in Barbados, Report, v. 1 (pp. 132–177). St. Michael, Barbados: Govern-
ment Printing Office, 1978.
This section provides a historical overview of the education of girls in
Barbados, and examines the education of girls under the following head-
ings: (1) The Barbados Scholarship; (2) The curriculum; (3) Nursery, pri-
mary and secondary education; (4) Secondary level co-education; (5)
Non-traditional subjects; (6) Physical education; (7) Dance; (8) Music; (9)
Mathematics; (10) Science; (11) Tertiary education; (12) Senior adminis-
trative posts; (13) School boards and governing bodies; (14) The Board of
Education; (15) Further opportunities for education and training; (16)
Workers’ education; and (17) Consumer education.
Location
Main Library, UWISA HQ1525.6 B2 B228 R4
Main Library, UWIM HQ1525.6 B3 B376
097
Foreman, Judith
Schooling, gender and development in Trinidad and Tobago. In Kevin M.
Lillis (ed.), School and community in less developed areas (pp. 228–257). London:
Croom Helm, 1985.
This paper outlines educational provision and participation in schooling
in Trinidad and Tobago during the colonial and modern period, focusing
on the development of a gender-divided curriculum, and the emergence
of a domestic ideology for the education of girls. It also considers some
aspects of the gender differentiation in the education system, focusing on
attitudes and aspirations towards school and work among students from
secondary schools in Port of Spain.
Locations
Main Library, UWISA LC221.4 D44 S36 1985
Main Library, UWIM LC221.4 D44 S36
64 / Areas of Research
098
Foreman, Judith
Schooling, gender and development in Trinidad and Tobago: Work in
progress. In C. B. W. Tressgarne (ed.), Reproduction and dependency in educa-
tion pp. 17–36. London: Institute of Education, 1981. (Occasional Papers;
No. 7, Pt. 2)
The first part of this paper outlines educational provision and participa-
tion in schooling during the colonial and modern period, focusing on the
development of a gender-divided curriculum, and the emergence of a
domestic ideology for the education of girls. The second part briefly con-
siders some aspects of gender differentiation in the education system,
focusing on attitudes and aspirations towards school and work among
students from secondary schools in Port of Spain, Trinidad. It suggests
that despite the dominance of a domestic ideal for women in official
reports, and widespread differences between girls and boys in terms of
their distribution in the curriculum, attitudes, and aspirations, girls are
resisting the assumption of a primarily domestic role.
Location
SOE Library, UWISA WI RES LC212.3 T7 F67
099
Gordon, S.
Historical perspectives on the education of women in the Caribbean.
[n.p.].
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Jamaica, 19–24 Nov., 1989. Sponsored
by Women and Development Studies; and Faculty of Education, The
University of the West Indies, Mona.
100
Gordon, Shirley C.
Demands for the education of girls 1790–1865. M.A. thesis, University of
London, 1951. 664 p.
Access to Education / 65
101
Hamilton, Marlene A.
The availability and suitability of educational opportunities for Jamaican
female students: An historical overview. In Elsa Leo-Rhynie, Barbara Bai-
ley, & Christine Barrow (eds.), Gender: A Caribbean multi-disciplinary perspec-
tive (pp. 133–143). Kingston, Jamaica: Ian Randle Publishers in association
with The Centre for Gender and Development Studies, The University of
the West Indies and the Commonwealth of Learning, 1997.
This essay examines the educational provisions for Jamaican females, and
their suitability, during three periods: (1) 1655–1833, when there was little
by way of educational provision, and what existed was intended for boys;
(2) 1834–1899, when a type of primary education, centred on the “three
Rs” and religious education, gradually evolved for the newly free, while
secondary education still catered for white children and continued to dis-
criminate between the sexes, as girls were rarely taught classics and sci-
ence; and (3) 1900–1961, when many of these trends were perpetuated,
since at all levels, including the post-secondary level, the emphasis contin-
ued to be on training girls for homemaking and professions involving
caregiving and nurturing.
Locations
SOE Library, UWISA WI RES HQ1501 G46 1997
Main Library, UWISA HQ1501 G46 1997
Main Library, UWIM HQ1501 G46 1997
CGDS, UWIM HQ1101/Pamph. 1329
CGDS, UWISA LEOR
NALIS WI 305.3 Ge
NLJ 305.3729 Ja general
COB Library KA49 F4 G46 1997
ECLACPOS CDC 14106
WAND (729) 396.1 GE
UVI Libraries HQ1501 G46 1997
102
Hamilton, Marlene A.
The availability and suitability of educational opportunities for Jamaican
female students: An historical overview. 17 p.
66 / Areas of Research
Paper prepared for the Interdisciplinary Seminar on Women and Devel-
opment, 1st: Gender, Culture and Caribbean Development, Mona,
Jamaica, 8–19 Jun., 1987. Sponsored by Women and Development Stud-
ies, The University of the West Indies, Mona.
This paper reviews the educational opportunities made available to Jamai-
can girls from an historical perspective (from the 17th century up to Inde-
pendence in 1962), and also attempts to assess the suitability of such
opportunities in terms of the changing role of women in the society over
the years.
Location
SOE Library, UWISA WI RES LC1441 C27
103
Kassim, Halima-Sa’adia
Locating women in the growth of Islamic educational institutions in
Trinidad, 1917–1960. 26 p.
Paper prepared for the Annual Conference of the Association of Carib-
bean Historians, 29th, Martinique, 7–12 Apr., 1997.
104
Leo-Rhynie, Elsa
The education of women: Provision, participation and impact. Caribbean
Labour Journal, vol. 3, no. 2, Jun. 1993, pp. 1–5.
This article discusses the educational opportunities available to women at
different stages of Jamaica’s history, the challenges that these have
presented, and the opportunities they have offered for the growth and
development of women, and the society as a whole.
Locations
Main Library, UWISA HF5549.2 C35 C37
Main Library, UWIM HF5549 A2 C37
NALIS REF WI 658.301 09729 Hu
ECLACPOS CDC 13722
CGDS, UWIM
Access to Education / 67
105
Leo-Rhynie, Elsa
The education of women: Provision, participation and impact. In Noel M.
Cowell & Ian Boxill (eds.), Human resource management: A Caribbean perspec-
tive (pp. 181–190). Kingston, Jamaica: Canoe Press, 1995.
This article discusses the educational opportunities available to women at
different stages of Jamaica’s history, the challenges that these have pre-
sented, and the opportunities they have offered for the growth and devel-
opment of women, and the society as a whole.
Locations
Main Library, UWISA HF5549.2 C35 H86 1995
NALIS REF WI 658.301 09729 Hu
UVI HF5549.2 C35 H86 1995
NLJ 658.301 Ja Hum
ECLACPOS CDC 13722
Main Library, UWIM HF5549 H85 1995
106
Leo-Rhynie, Elsa
Educational opportunities for Jamaican female students: A contemporary
perspective. 17 p.
Paper prepared for the Interdisciplinary Seminar on Women and Devel-
opment Studies, 1st: Gender, Culture and Caribbean Development,
Kingston, Jamaica, 8–19 Jun., 1987. Sponsored by Women and Develop-
ment Studies, The University of the West Indies, Mona..
This paper examines Jamaican policy initiatives since Independence and
the opportunities created for access to secondary education. It notes that
women have made good use of the opportunities available to them.
Although they are not explicitly discriminated against at any level, access
to secondary education is limited by the need to provide opportunities for
males and the choices girls make. In addition, their achievement is often
limited by the attitudes and expectations others have of them, and which
they develop towards themselves.
68 / Areas of Research
Locations
SOE Library, UWISA WI RES LC1441 C27
CGDS, UWIM LC1401/ Pamph. 1740
107
Lynch, Enid
The education of women in Barbados. In Barbados. National Commis-
sion on the Status of Women in Barbados, Report, v. 2, pt. 1 (pp. 67–80).
St. Michael, Barbados: Government Printing Office, 1978.
This paper examines provisions for the education of women in Barbados
against the background of a brief history of education in the country.
Issues discussed include co-educational schooling, employment opportu-
nities, and adult education.
Locations
Main Library, UWISA HQ1525.6 B2 B228 R4
Main Library, UWIM HQ1525.6 B3 B376
108
Mayers, Janice Maureen
Access to secondary education for girls in Barbados, 1907–43: A prelimi-
nary analysis. In Verene A. Shepherd, Bridget Brereton, & Barbara Bailey
(eds.), Engendering history: Caribbean women in historical perspective (pp.
258–275). Kingston, Jamaica: Ian Randle Publishers; London: James Cur-
rey, 1995.
This article seeks to demonstrate that during the first half of the 20th cen-
tury there was discrimination against girls in access to public secondary
education in Barbados, both in terms of the facilities provided, and in the
means provided for taking advantage of the offerings.
Locations
SOE Library, UWISA WI RES HQ1501 E54 1995
Main Library, UWISA HQ1501 E54 1995
Main Library, UWIM HQ1501 E93 1995
ECLACPOS CDC 14012
NALIS REF WI 305.409 En
Access to Education / 69
NLJ 305.4 Ja Eng
UVI Libraries HQ1501 E54 1995
109
McKenzie, Hermione
Changing female educational opportunities in Jamaica. [n.p.].
Paper prepared for the World Congress of Sociology, 9th, Uppsala, Swe-
den, Aug. 1978. Sponsored by Sociological Association.
110
Miller, Errol L.
Gender as an issue in basic education in Jamaica: Access, enrolment,
retention and achievement. In UNESCO/CARNEID, The Caribbean edu-
cation annual (pp. 30–47). Bridgetown, Barbados: CARNEID Coordinating
Centre, 1994. (Caribbean Education Annual; vol. 3, 1993–94)
In examining gender as an issue in basic education, particularly with
respect to access, enrolment, retention, and achievement, this paper oper-
ates on the assumption that, in any school population of a reasonable
size, if all things are equal, boys and girls will (a) have equal access to basic
education; (b) be enrolled in school in proportions consistent with the
demographic features of that population; (c) remain in school for the
same length of time; and (d) achieve, on average, at the same levels. A list
of inferences, which appear reasonable from the data reported for
Jamaica, is presented.
Location
CERIS 880(Y):04
111
Miller, Errol L.
Illiteracy, gender and high schooling in Jamaica. In Dennis R. Craig (ed.),
Education in the West Indies: Developments and perspectives, 1948–1988 (pp.
47–74). Mona, Jamaica: Institute of Social and Economic Research, The
University of the West Indies, 1996.
70 / Areas of Research
This study sought to determine whether access to the upper levels of the
educational system had an inspirational impact on achievement at the
lower levels of the system. The results suggested that greater access to
high schooling has had a positive effect on the improvement of literacy
levels in Jamaica. It was also found that changes in the gender structure of
teachers’ colleges, primary school teaching, and the pupil-teacher system
in the last decade of the 19th century had caused the reversal of tradi-
tional patterns of achievement, where boys had performed better than
girls. By the 1940s, in the black and coloured segments of Jamaican soci-
ety, the younger females, particularly in rural areas, were participating
more in the educational system and achieving at higher levels than the
younger males.
Locations
SOE Library, UWISA WI RES LA476 E373 1996
Main Library, UWISA LA476 E386 1996
Main Library, UWIM LA476 E386 1996
NLJ 370.1 Ja Edu
Main Library, UWICH LA476 E386 1996
COB Library LA476 E48 1996
UVI Libraries LA476 E373 1996
112
Mohammed, Patricia
Educational attainment of women in Trinidad and Tobago, 1946–1980.
In Joycelin Massiah (ed.), Women in the Caribbean Project Vol. 5: Women and
education (pp. 35–77). Cave Hill, Barbados: Institute of Social and Eco-
nomic Research, UWI, 1982.
This paper analyses the educational achievements of women in the post-
World War II era. It supports the view that ideologies influence the pro-
vision of education for women, but recognizes that education cannot be
meaningfully analysed as a separate and autonomous social institution
since it articulates with other structures of the society. Female school
attendance (78.4%) is shown to have outstripped male (77.7%) most
markedly in the 15–19 age group by 1970, after the introduction of free
secondary education at last began to reflect the larger ratio of women to
Access to Education / 71
men in the population. Girls were found to perform better than boys on
the Cambridge GCE ‘O’Level examination and to be in the majority up
to this level. The trend was, however, reversed for tertiary and higher
education, where more males than females were enrolled. It was also
found that at vocational and technical levels in 1976–77, the majority of
women were enrolled in traditional courses. A positive correlation is
shown between women’s education and their labour force participation.
Locations
SOE Library, UWISA WI RES LC2605 C2 U58
Main Library, UWIM LC1901 W65
Main Library, UWICH LC1901 C3 W65
ECLACPOS CDC 3328
UVI Libraries LC1901 B35 W66 1982
113
Rowe, Maureen
Canadian International Development Agency
Women’s access to education and training: CIDA round table, July 2–3,
1990. [Kingston, Jamaica: College of Arts, Science and Technology],
1990. 23 p. (At head of title: CIDA, Education Sector Review, [Jamaica])
114
Schiefelbein, Ernesto, & Peruzzi, S.
Education opportunities for women: The case of Latin America and the
Caribbean. The Major Project in the Field of Education in Latin America and the
Caribbean. Bulletin, No. 24, Apr. 1991, pp. 49–76.
Education has reached a balance in opportunities for access by men and
women to the various education levels. Reaching this balance has proba-
bly been one of the greatest achievements of Latin American and Carib-
bean education systems as a whole during the latter part of the 20th
century. Population censuses in the 1980s confirmed not only the disap-
pearance of major sex differences in schooling levels, with higher male
enrolment, observed in the fifties, but also that the opposite existed in
half the countries, where women have gained an edge in access to primary
72 / Areas of Research
and secondary schooling, although they still have to obtain that equality
in higher education. School enrolment in the 1990s permits one to
declare that the trend towards equality in educational opportunities for
women is being maintained in the region. Schooling data are corrobo-
rated by those on literacy. Lastly, fragmentary information permits one to
assert that women are also making good use of educational opportunities
in terms of academic achievement and grades passed. This evidence is
important both for the overall analysis of educational development in the
region and for specific policy design.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA LA435 M234 B9
NALIS REF WI 370.78 05 Ma
115
Smithen, Lorna
Equality of educational opportunity of teenage mothers in St. Kitts and Nevis. Basse-
terre, St. Kitts: St. Kitts-Nevis Teachers Training College, [n.d.]. iv, 42 p.
In this study of the problems of teenage pregnancy, emphasis is placed on
the educational opportunities needed in order to aid the social and eco-
nomic development of teenage mothers.
116
Storr, Elkin R.
Gender imbalance in education: Some societal factors which explain it in the Carib-
bean. [Nassau, Bahamas: Association of Tertiary Institutions in the Baha-
mas], 2000. 19 p.
Location
COB Library B LC12.93 B34 S86 2000
Access to Education / 73
117
Symmonds, Patricia
Education. In Barbados. National Commission on the Status of Women
in Barbados, Report, v. 2 (pp. 567–673). St. Michael, Barbados: Govern-
ment Printing Office, 1978.
This paper is essentially concerned with the quality of formal education
available to girls in Barbados, but it also explores certain aspects of infor-
mal education received outside of the formal system, and examines the
available opportunities for adult education.
Locations
Main Library, UWISA HQ1525.6 B2 B228 R4
Main Library, UWIM HQ1525.6 B3 B376
118
Women and education. Cave Hill, Barbados: Institute of Social and Eco-
nomic Research, The University of the West Indies, 1982. xx, 77 p.
(Women in the Caribbean Project research papers. Phase I; v. 5)
Contents: Introduction by Kathleen Drayton; Official ideology and the
education of women in the English-speaking Caribbean, 1835–1945, with
special reference to Barbados by Joyce Cole; Educational attainment of
women in Trinidad and Tobago, 1946–1980 by Patricia Mohammed.
Locations
SOE Library, UWISA LC2605 C2 U58
Main Library, UWIM LC1901 W65
Main Library, UWICH LC1901 C3 W65
ECLACPOS CDC 3328
UVI Libraries LC1901 B35 W66 1982
74 / Areas of Research
Adult Education
119
Antrobus, Peggy
Assessment of education and action programmes for rural women:
Report on the Windward Islands. 23 p.
Paper prepared for the Expert Consultation on Mobilization of Agricul-
tural and Educational Institutions to Accelerate the Participation of Rural
Women and Families in Rural Development, 6–16 Mar., 1981.
This paper attempts to assess action and educational programmes for
rural women in Dominica, Grenada, St. Lucia, and St. Vincent and the
Grenadines. It provides data on the demographic characteristics of the
female population, female-headed households, female labour force par-
ticipation, and educational status. The paper notes that agricultural exten-
sion services are differently distributed between male and female to the
detriment of female farmers, and that none of the programmes for exten-
sion workers include home economics at the regional levels. It concludes
that, apart from Grenada, none of the islands has a national policy on
behalf of rural women and families. A number of recommendations for
future action are made, based on the needs of the four countries.
Locations
ECLACPOS CDC 6198
WAND (7298) 396.36 AS
120
Antrobus, Peggy
Macro-micro linkages in Caribbean community development: The impact
of global trends, state policies and a nonformal education project on rural
women in St. Vincent (1974–1994). Ed.D. diss., University of Massachu-
setts, 1998. 441 p.
A macroeconomic policy framework of structural adjustment designed to
address problems of international indebtedness, adopted by CARICOM
Adult Education / 75
countries in the 1980s, was associated with a major setback in the process
of broad-based socioeconomic development that had been launched in
the context of representative government and independence. This study
examined the influence of these global/regional trends on state policy,
with special reference to how the altered political vision of the state,
inherent in structural adjustment policies, appeared to impact the welfare
and livelihood of rural women and families in St. Vincent. It also assessed
the extent to which an innovative nonformal education project aimed at
community development through the empowerment of women in a rural
community, served to mitigate detrimental aspects of these policies and
related state practices. The study utilized a feminist research methodology
with a combination of interviews, focus groups, and observation, which
provided multiple vantage points on macro and micro dimensions of the
study. The author’s personal involvement in various aspects of
development and the nonformal education project during the period
served as an additional lens. The study argues that a policy framework of
structural adjustment severely weakens rural and social development, and
is inappropriate to goals of broad-based socioeconomic development in a
small island state. The nonformal education project, which linked
university continuing education to community organizing, served to
increase human, physical, and social capital, as well as enhance
community norms and people’s capacity to cope in a deteriorating socio-
economic environment. The study further argues that nonformal educa-
tion interventions can be applied to both micro- and macro-level
situations, and that their effectiveness in addressing social change
depends on their inclusion of political education about macro/micro
links and gender conscientization. Such interventions can strengthen
advocacy for policies prioritizing human development within a women’s
human rights framework.
Location
Main Library, UWISA HQ1240.5 S18 A58 1998
76 / Areas of Research
121
Antrobus, Peggy, & Barnes, Vernie Clarice
Non-formal education: Community outreach towards empowerment of
women. 8 p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–25 Nov., 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
This paper explains how over the years, the Women and Development
Unit (WAND) has used training as its major strategy for strengthening
the capacity of individuals, groups, and programmes, and for promoting
links between them, nationally and regionally. It therefore suggests that,
at one level, WAND’s programme may be described as a programme of
nonformal education, in that its focus has been on people outside the for-
mal training institutions, its strategies and methodologies largely partici-
patory, and its specific programme content and activities centred on the
needs of the participants and responsive to local, regional, and interna-
tional situations.
Locations
CGDS, UWIM
CGDS, UWISA
122
Armstong, L. Ancilla
Promoting vocational training and lifelong learning for women in the
Commonwealth Caribbean: A discussion paper. 10, [14] p.
Paper prepared for the Expert Group Meeting on Vocational Training
and Lifelong Learning of Women, 2–6 Dec., 1996. Sponsored by United
Nations.
This paper analyses the extent to which women in the Commonwealth
Caribbean countries are equipped with the knowledge, skills, and orienta-
Adult Education / 77
tion, including attitudes and values, to ensure their survival, physical and
psychological well-being, develop their individual potential, and contrib-
ute to the social and economic development of their countries and the
region. It recognizes the influence of social, cultural, and economic fac-
tors on education systems—the availability of education and training pro-
grammes; the quality of such programmes; the extent to which ethnicity,
socioeconomic status, and other factors affect participation; the work
opportunities for graduates and the extent to which they are expected to
contribute to social and economic development. Training and lifelong
education for women are assessed within this contextual framework.
Location
CGDS, UWIM LC1401/ Pamph. 1730
123
Bailey, Barbara
Opportunities for women in non-formal education in Jamaica: The case
of H.E.A.R.T. 13 p.
Paper prepared for the Interdisciplinary Seminar on Women and Devel-
opment, 1st: Gender, Culture and Caribbean Development, Mona,
Jamaica, 8–19 Jun., 1987. Sponsored by Women and Development Stud-
ies, The University of the West Indies, Mona.
This paper provides an assessment of the Human Employment and
Resource Training (HEART) Trust—an initiative to provide training
opportunities for young people in Jamaica who have passed through the
secondary cycle of education and have “graduated” from the formal
school system—with particular reference to an analysis by gender in the
school leavers’ on-the-job training programme at the Stony Hill, Port-
more, and Runaway Bay academies.
Locations
SOE Library, UWISA Photocopy
Main Library, UWIM WI RES LC1441 C27
78 / Areas of Research
124
Carasco, Beryl
The extent and nature of women’s participation in nonformal education activities:
Emerging trends. St. Michael, Barbados: Women and Development Unit,
UWI, 1982. [n.p.].
125
Carasco, Beryl
Report on a study of women’s participation in adult non-formal education: A Carib-
bean perspective. Toronto, Canada: International Council for Adult Educa-
tion, 1981. [n.p.].
126
Darling, Sylvia Elizabeth
Why a select group of Bahamian female adult learners return to the
classroom and how their return impacted their personal and professional
lives. M.Ed. thesis, Acadia University, 1999. 148 p.
This study attempted to provide answers to the question: Why do some
Bahamian women working outside the home, with families and other
social responsibilities, return to the classroom? Following a recruitment
process, three Bahamian women volunteered to tell of their decision to
return to the classroom, and how their personal and professional lives
were affected as a result. Each of the women was interviewed for
approximately 70 minutes, with the aid of eight semi-structured questions.
The findings indicated that these Bahamian women were remarkably
similar to women in industrialized countries—they returned to the class-
room for economic and related reasons. Their credentials had to be con-
stantly updated, so that they could remain employed and competitive in
the workplace. The implications of the findings for education practices in
the Bahamas are discussed.
Adult Education / 79
127
Dunn, Leith L.
Education for women workers in Caribbean export processing zones:
Challenges and opportunities. Labour Education, No. 96, 1994, pp. 21–?
128
Ellis, Patricia
Adult education, training and employment: “Beyond rhetoric—The focus on women”.
St. Michael, Barbados: Women and Development Unit, UWI, 1981. [1 v.
in various pagings].
(Paper presented to the International Council of Adult Education Semi-
nar, Trinidad, 1–3 June, 1981)
This paper provided an overview of the socioeconomic and educational
situation of women in the Caribbean, and reviewed efforts in the region
to promote the integration of women in development after the World
Conference on International Women’s Year held in Mexico in 1975. It
concluded that while positive efforts had been made to move from rheto-
ric to action in the Caribbean, it was still too early to assess their impact
on the development of the region and on women’s status.
Location
ECLACPOS CDC 862
129
Ellis, Patricia
Equipping women for fuller participation in rural development—An
example of community-based participatory training from St. Vincent.
Community Development Journal, vol. 22, no. 2, Apr. 1987, pp. 135–140.
In 1980, a project for the integration of women in rural development was
implemented in the rural community of Rose Hall in St. Vincent and the
Grenadines. A major objective was to facilitate more active and direct
participation of women in the process of rural development by involving
80 / Areas of Research
them in a participatory training process that would increase their self-
confidence, self-esteem, ability, and willingness to accept leadership and
decision-making roles in their community. This paper discusses the con-
cept of participatory training and the role of the facilitator/trainer, before
providing an account of the project. It concludes that the project has had
a significant impact on the lives of individual women in Rose Hall, as well
as on the community as a whole.
Location
Main Library, UWISA HN1 C734 D4
130
Ellis, Patricia
Nonformal education and empowerment of women: Insights from the
Caribbean. Convergence, vol. 28, no. 3, 1995, pp. 86–96.
A survey of 16 nonformal education programmes for women in Barba-
dos, Grenada, St. Lucia, and St. Vincent and the Grenadines indicated an
emphasis on employment creation, small business management, leader-
ship training, and awareness of gender issues. To some extent, the pro-
grammes increased awareness, developed skills, and changed attitudes
and behaviour. However, significant numbers of participants did not get
what they had expected from the programmes.
Locations
SOE Library, UWISA SERIALS
Main Library, UWIM LC5201 C6
COB Library Periodical Collection
131
Ellis, Patricia
Nonformal education and empowerment of women: Report of a study in the Caribbean.
[S.l.: s.n.], 1994. 43 p.
A participatory research approach was used to determine the extent to
which nonformal education (NFE) programmes have contributed to the
empowerment of women living in four Caribbean islands. Twelve
Adult Education / 81
agencies/organizations/providers on the islands of Barbados, Grenada,
St. Lucia, and St. Vincent, which offered NFE programmes to women
between 1992 and 1993, were surveyed along with 80 women who had
participated in the NFE programmes, and facilitators/tutors from
selected programmes. It was discovered that during the study period, the
agencies offered a variety of education and training programmes for
women. The programmes ranged from broad-based public education
efforts to programmes (long/short courses and workshops) designed to
teach specific job-related skills. Although all the programme providers
were attempting to meet women’s educational, social, economic, and
political needs, not all of them were consciously using their programmes
as a strategy to empower women. Several programme participants did,
however, credit NFE with making them more aware of women’s
situation and the factors responsible for it. It was concluded that
although many of the NFE programmes studied did help participants
achieve personal, and to a lesser extent political empowerment, they have
been unsuccessful in helping women achieve economic empowerment.
132
Ellis, Patricia
Nonformal education, women and development in the English-speaking
Caribbean. Bulletin of Eastern Caribbean Affairs, vol. 11, no. 2, May/June
1985, pp. 23–33. (Special Issue on the End of the Decade for Women)
This paper argues that despite the improvement in, and expansion of, the
education system during the 1960s and 1970s, there has not been the
desired economic growth and development that was hoped for, largely
because of the failure of development planners to recognize the eco-
nomic role of women and the contribution they can make to the develop-
ment process. However, women have now begun to play a more active
role in the development process, and the paper examines the role that
education, and particularly nonformal education, can play in this “new”
model of development. It concludes that although a focus on nonformal
education and on women’s issues alone is not the answer to the develop-
mental problems facing the region, yet they are tools that can be used by
women and men in their struggle to transform their societies.
82 / Areas of Research
Locations
SOE Library, UWISA WI RES LC1496.5 C27
Main Library, UWISA F1601 B936 E1
Main Library, UWIM F1601 B8
CGDS, UWIM HQ1240/Pamph. 1075
WAND (729) 396.3 GE
UVI Libraries F2001 B86
ECLACPOS CDC Serial
NALIS
133
Ellis, Patricia
Women, adult education and literacy: A Caribbean perspective. Conver-
gence, vol. 17, no. 4, 1984, pp. 44–53.
This paper examines the relationship between education and the region’s
socioeconomic development, and the role of adult continuing education
in this relationship. It looks at the participation of women in the formal
education system and in nonformal education. After describing govern-
ment initiatives in adult education and literacy in some of the islands, it
explores the degree to which these can offer opportunities to develop
new programmes, or restructure and reorganize existing ones so as to
reflect the realities, address the problems, and fulfil the aspirations of
Caribbean women.
Locations
CERIS Photocopy #27
SOE Library, UWISA SERIALS
Main Library, UWIM LC5201 C6
COB Library Periodical Collection
134
Ellis, Patricia
Women, adult education and literacy: A Caribbean perspective. Interna-
tional Journal of Lifelong Education, vol. 6, no. 1, Jan.–Mar. 1987, pp. 61–68.
This article examines the relationship between education and the socio-
economic development of the English-speaking Caribbean, and the role
Adult Education / 83
of continuing education in this process. It looks at the participation of
women in the formal education system and in nonformal education pro-
grammes. It draws attention to recent government initiatives in the area
of adult education and literacy in some of the islands, and explores the
degree to which these can offer opportunities to develop new and/or
restructure and reorganize existing adult education and literacy pro-
grammes to reflect the realities, address the problems, and fulfil the aspi-
rations of Caribbean women.
Location
CERIS Photocopy #65
135
Ellis, Patricia
Women and adult non-formal education: The use of participatory meth-
ods in a community-based adult education programme in Rose Hall, Saint
Vincent. St. Michael, Barbados: Women and Development Unit, The
University of the West Indies, 1982. [n.p.]
This paper assesses the use of a participatory research approach in a
nonformal adult education programme in Rose Hall, St. Vincent. The
project involved the community in the identification and analysis of its
problems. The participants identified the following areas for focus: (1)
raising the level of literacy of persons in the community; (2) providing
more agricultural knowledge; (3) upgrading skills, especially in food
preparation, storage/preservation, and craft; and (4) promoting self-
development and development of the community. Overall benefits iden-
tified from the programme included improved skills in communication,
analysis, problem-solving, decision-making, and confidence in taking
responsibility for shaping their own development and that of their
community.
Location
ECLACPOS CDC 6205
84 / Areas of Research
136
Ellis, Patricia
Women’s participation in non-formal education activities. In Patricia Ellis
(ed.), Women of the Caribbean (pp. 104–105). London: Zed Books, 1986.
This is a brief overview of the range of nonformal education activities in
which Caribbean women participate.
Locations
Main Library, UWISA HQ1501 W66 1986
Main Library, UWIM HQ1501 W66 1986
UVI Libraries HQ1501 W66 1986
COB Library HQ1870.9 W65 1986
NALIS REF WI 305.409729
137
George, June M.
The interplay of conventional science and traditional knowledge in the life
of a rural woman in Trinidad. In Elsa Leo-Rhynie, Barbara Bailey, &
Christine Barrow (eds.), Gender: A Caribbean multi-disciplinary perspective (pp.
277–298). Kingston, Jamaica: Ian Randle Publishers in association with
The Centre for Gender and Development Studies, The University of the
West Indies, and the Commonwealth of Learning, 1997.
This case study of one woman in a rural Trinidadian village explores how
she makes use of both conventional science and traditional knowledge in
conducting her life. The findings are compared with practices in adult
health education delivery systems.
Locations
CERIS Photocopy #89
SOE Library, UWISA WI RES HQ1501 G46 1997
Main Library, UWISA HQ1501. G46 1997
Main Library, UWIM HQ1501 G46 1997
CGDS, UWIM HQ1101/Pamph. 1329
CGDS,UWISA LEOR
NALIS WI 305.3 Ge
NLJ 305.3729 Ja general
COB Library KA49 F4 G46 1997
Adult Education / 85
ECLACPOS CDC 14106
WAND (729) 396.1 GE
UVI Libraries HQ1501 G46 1997
138
Jones, Adele
Training for empowerment? A comparative study of nonformal education
for women in small island countries. Compare, vol. 27, no. 3, Oct. 1997, pp.
277–286.
This article reviews the experiences and results of selected nonformal
education programmes conducted in eight South Pacific and Caribbean
island countries—Fiji, Kiribati, Niue, Tonga, Barbados, Grenada, St.
Lucia, and St. Vincent and the Grenadines—drawing on participant inter-
views. Nonformal education is described as an effort to incorporate
locally qualified people into educational programmes run at the grass-
roots level. Prior research had indicated that most such programmes
spoke the language of radical development, but often concentrated on
women’s traditional and reproductive social roles. This finding was gen-
erally confirmed, as many programmes were rarely employed to empower
women. Instead, the programmes were most often isolated events, with
little follow-up and evaluation following instruction. Many women sug-
gested that the programmes made them more conscious of their situation
and provided them with technical skills, but these skills were not suffi-
cient to give them greater autonomy and economic self-sufficiency.
139
Jones, Adele, & Ellis, Patricia
A Caribbean–South Pacific perspective on nonformal education and
women’s empowerment. Convergence, vol. 28, no. 2, 1995, pp. 17-27.
This article discusses a project funded by the International Council for
Adult Education (ICAE). It examines the extent to which nonformal
education (NFE) programmes for women in Caribbean and South Pacific
countries contribute to the empowerment of those who participate in
them. It was designed to provide an opportunity for several women from
86 / Areas of Research
eight countries in these two regions (Barbados, Grenada, St. Lucia, and
St. Vincent and the Grenadines in the Caribbean) to examine and reflect
on their experience of participating in NFE programmes and to further
motivate women to take some action to transform their life and situation.
Data were collected from almost 200 women and 32 agencies through
questionnaires, interviews, and research workshops. The paper concludes
that both government agencies and nongovernmental organizations
(NGOs) in the Caribbean and South Pacific provide opportunities for
women to participate in a variety of education and training programmes.
While these programmes are attempting to meet women’s educational,
social, economic, and political needs, not all of them are being con-
sciously used as a strategy to empower women. Despite this, the benefits
from the programmes investigated in the study seemed to increase
women’s awareness of their situation, and to some extent, gave them a
better understanding of the factors responsible for this.
Locations
SOE Library, UWISA SERIALS
Main Library, UWIM LC5201 C6
COB Library Periodical Collection
140
Lawrence, Theodoris
Dominican rural women’s interest in marketing education. M.S., West Virginia
University, 1994. v, 55 p.
141
Little-White, Heather E.
Nutrition education for gender empowerment: A case of household help-
ers in Jamaica. Ph.D. diss., Cornell University, 1993. xiv, 316 p.
This study examined the impact of a nutrition education programme on
nutrition knowledge and the self-esteem of 73 household helpers in
urban and rural Jamaica. The programme, run by Grace Kennedy,
Jamaica’s largest food manufacturing company, aimed at teaching low-
income homemakers to improve nutritional practices in their households.
Adult Education / 87
The study developed a demographic profile of household helpers, and
identified their food consumption patterns and coping strategies for
meeting their nutritional needs. A mixed methodological approach was
used in a pre-test/post-test equivalent group design integrating a checklist
of frequency of consumption of foods and a 24-hour recall of foods con-
sumed. It was found that helpers who participated in the programme
gained significantly higher post-test scores for nutrition knowledge and
self-esteem measures than did control group members. Participants’ per-
ceived ability to meet their family’s nutrition needs correlated significantly
with post-test nutrition scores. Education, marital union status, and home
ownership correlated significantly with post-test self-esteem scores. The
most commonly eaten foods were found to be rice, bread, flour dump-
lings, plantains, green bananas, yams, chicken, cheese, red peas, callaloo,
pumpkin, carrots, and ackee. Coping strategies included having meals on
the job, buying less food from cheaper sources, using food creatively and
economically, producing food for home consumption, and pooling fam-
ily resources. While increasing nutrition knowledge and enhancing self-
esteem of household helpers, the nutrition education programme also
provided women in the study with an incentive to improve their lives.
Locations
Main Library, UWIM WI Collection
NLJ 613.2808864 Ja Lit
142
Mair, Lucille
Adult learning, women and development. Prospects, vol. 7, no. 2, 1977, pp.
238–243.
Location
COB Library L11 P957
143
Smith, Cynthia Jean
Extension education for women small farmers in the eastern Caribbean.
M.A. thesis, University of Illinois at Urban—Champaign, 1980. viii, 115 p.
88 / Areas of Research
144
Thornton, Rosie Lynn
Rural Maya women in Belize: An assessment of health and educational
needs. M.A.(Ed.) thesis, St. Francis Xavier University, 2001. 134 p.
Data were collected from rural Maya mothers in five isolated villages in
central and southern Belize, using a questionnaire administered to focus
groups to determine what the women’s learning preference was, their cur-
rent health status, and what they wanted to learn about health in order to
be better able to care for their own and their families’ health. The focus
groups showed that the women liked learning together in small groups.
They felt supported and encouraged to learn in this manner. Common
themes were identified, and the participants expressed great interest in
being better able to care for their children when they were sick. Consid-
erations affecting these mothers’ daily lives included having multiple
pregnancies close together, geographical isolation, illnesses, as well as gas-
trointestinal problems due to unsanitary practices. The information from
these focus groups was summarized, and recommendations were pre-
sented on how the education needs of these mothers could be met to
achieve increased health status in the most effective manner.
145
Yearwood, Marilyn Patricia
Women’s leadership training in micro-business: The case of the Women’s
Leadership and Enhancement Institute of Trinidad and Tobago. M.A.
thesis, University of Toronto, 2000. 75 p.
This study sought to evaluate how the Women’s Leadership and
Enhancement Institute of Trinidad and Tobago (WLEIT&T) empowers
women to become leaders in micro-businesses. Through a case study, it
focused on how the WLEIT&T empowered six women participants to
become leaders through their participation in two pilot projects. Three of
these women operated micro-businesses from their homes, two had diffi-
culty in accessing funding to launch their business enterprise, while one
found that the time was not right to begin. Data were collected through
semi-structured interviews, observer’s notes, official documents from the
Agricultural Education / 89
organization, and two informal interviews with the Execution Pro-
gramme Co-ordinator and the leadership facilitator. The findings showed
that although WLEIT&T set out to empower women leaders in micro-
businesses, these women also became leaders in their communities and
religious organizations. The transformative leadership skills for micro-
businesses, facilitated by the WLEIT&T, were transferable to other areas
of leadership.
Agricultural Education
146
Reddock, Rhoda, & Deare, Fredericka M.
Enrollment patterns of women in higher agricultural education: The case of The Uni-
versity of the West Indies (Case-study). St. Augustine, Trinidad: Centre for
Gender and Development Studies, The University of the West Indies,
1996. 56 p. (Prepared for the Food and Agriculture Organization of the
United Nations)
The data for this study were derived from a range of sources, including
regional and national documents on the status of women, university
reports and statistics, and interviews with students, academic and senior
administrative staff, and graduates of The University of the West Indies
(UWI).
Location
CGDS, UWISA REDDOCK
147
Thompson, Daniel R. T., & Sampson-Ovid, Lystra
Sex stereotyping: An hindrance to agricultural development. 20 p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 4th: Agriculture: Alternative Strategies for Agricultural Develop-
ment; An Analysis of Women and Gender Issues, St. Augustine,
90 / Areas of Research
Trinidad, 22–26 Jan., 1990. Sponsored by Women and Development
Studies Project, The University of the West Indies, St. Augustine.
This article discusses the role women can play in agricultural develop-
ment. It examines levels of agricultural education available and the
involvement and significance of women being trained in the field of
agriculture.
Location
CGDS, UWIM HD6110/ Pamph. 614
Bias and Discrimination
148
Bastick, Tony
Gender discrimination in education and employment: The marginalised
men and wasted women of Dominica. In Tony Bastick & Austin Ezenne
(eds.), Sociology of education: Research in the Caribbean (pp. 39–66). Mona,
Jamaica: Educational Research Centre, The University of The West
Indies, 2002.
This article examines the employment of academically successful males
and females in Dominica. It is suggested that gender employment dis-
crimination is indicated when there is an imbalance in the numbers in a
particular occupation.
Locations
Main Library, UWIM LC191.8 C72 S62 2002
NALIS REF WI 371.2 So
NLJ 306.4307 Ja Soc
Bias and Discrimination / 91
149
Drayton, Kathleen B.
The education of girls in Barbados: The past. In Barbados. National Com-
mission on the Status of Women in Barbados, Report, v. 2, pt 1 (pp.
81–99). St. Michael, Barbados: Government Printing Office, 1978.
This paper describes and where possible, documents the discrimination
against girls in post-primary education in Barbados, which has existed
from the inception of a public education system and has not yet been
completely eradicated.
Locations
Main Library, UWISA HQ1525.6 B2 B228 R4
Main Library, UWIM HQ1525.6 B3 B376
150
Drayton, Kathleen B.
The gender bias in education. St. Michael, Barbados: Women and Devel-
opment Unit, School of Continuing Studies, The University of the West
Indies, 1991. 8 p.
This paper examines the biases in the education system in the Caribbean
as they affect women. It claims that the historical gender bias in education
still affects the way of thinking of Caribbean people and their beliefs
about how men and women should behave. The paper outlines five areas
in which these biases were reflected in the education system: (1) the fal-
lacy of female domination in teaching, (2) patriarchy and the economic
function of schools, (3) how the ideology of male domination affected
access to schools, (4) effects on the curriculum and career choices, and (5)
co-education and its problems. It recommends that teachers should
address gender discrimination in all aspects of schooling, at the levels of
appointments and material provisions, and also that teachers should work
to change outdated ideas and beliefs of the roles of men and women in
the society.
92 / Areas of Research
Locations
Main Library, UWISA LC212.83 B35 D731 1991
Main Library, UWIM LC212.83 B3 D73 1991
151
Hussen, Shirley Ann
Sex and common entrance. Trinidad and Tobago Review, vol. 10, no. 9, Jun.
1988, p. 19.
This article argues that the family, culture, churches, and mass media aid
the educational system in reproducing and promoting gender inequality,
and that the educational system reinforces such attitudes among these
institutions and through school textbooks. It draws attention to the
gender-based approach used in the Common Entrance placement of chil-
dren in secondary schools, and to the gender bias within the staffing of
the Ministry of Education.
Locations
Main Library, UWISA AP6 T172
Main Library, UWIM AN T7
NALIS
152
Jones, Carol
Women in education in Trinidad and Tobago: Past, present and future perspectives.
St. Augustine, Trinidad: The University of the West Indies, 1996. 37 p.
(Dip.Ed. Study)
This study examined the way in which schools and their curricula
favoured males over females. It showed how the female potential for sci-
ence and technology was largely under-explored, and how socializing
experiences contributed to this inequality. The study found that school
personnel appeared to be unaware of the bias in their beliefs and actions,
and needed to consciously act to address the situation.
Location
SOE Library, UWISA WI Collection
Bias and Discrimination / 93
153
Leo-Rhynie, Elsa
Gender and education in the Caribbean: Inclusion, exclusion and impact.
Journal of Eastern Caribbean Studies, vol. 27, no. 4, Dec. 2002, pp. 80–99.
This paper analyses participation and performance of male and female
students, gender bias socialization at school, impact of social class and
gender on education, and gender discrimination in employment. The
analysis is based on 1997 data from the Caribbean Examinations Council
(CXC).
Locations
Main Library, UWISA F2001 A2 J6
Main Library, UWIM F1601 B82
ECLACPOS CDC Serial
UVI Libraries F2001 B866
NALIS
154
Leo-Rhynie, Elsa
Gender issues in education and implications for labour force participa-
tion. In Keith Hart (ed.), Women and the sexual division of labour in the Carib-
bean (pp. 87–102). Mona, Jamaica: Canoe Press in collaboration with the
Consortium Graduate School of Social Sciences, The University of the
West Indies, 1996. (First published in 1989)
The lack of explicit policy statements in Jamaica governing the education
of boys and girls would suggest that they are afforded equal opportunities
in the offerings provided. However, factors exist in the stated or hidden
agenda of this system that affect male and female students differently,
and thus have some repercussions for the participation of the sexes in the
workforce. This paper discusses two features in the system that reveal
gender differences and discrimination: (1) access to high school educa-
tion, and (2) gender/subject choice orientation.
Locations
Main Library, UWISA HD6060.65 C27 W66 1996
Main Library, UWIM HQ1501 W65 1996
94 / Areas of Research
CGDS, UWISA Ha
CGDS, UWIM HD6060.6/93
NLJ 331.409729 Ja Wom, DDC 19
UVI Libraries HD6060.65 C27 W66 1989
COB Library HD6060.65 C27 W66 1996
155
Sahoy, Pauline
Responding to sexism in education through text analysis: Some considera-
tions. 42 p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–25 Nov., 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
Location
Main Library, UWIM
Construction of Masculinity
156
Barriteau, Eudine
Requiem for the male marginalization thesis in the Caribbean: Death of a
non-theory. In Eudine Barriteau (ed.), Confronting power, theorizing gender:
Interdisciplinary perspectives in the Caribbean (pp. 324–355). Mona, Jamaica:
UWI Press, 2003.
This chapter argues that the thesis of the marginalization of the black
Caribbean male as developed by Errol Miller is flawed in its construct,
rendering its core assumptions more political than epistemological. It
examines the thesis and the construction of Caribbean masculinity against
the background of changes in Caribbean political economy and gender
systems in the late 20th century. The chapter demonstrates that among
the several weaknesses of Miller’s thesis are that it places too much
Construction of Masculinity / 95
emphasis on co-education and on changes in material and ideological
gender relations affecting Caribbean women, without examining men’s
gender identities and the construct and content of Caribbean
masculinities.
Locations
SOE Library, UWISA WI RES BF210.4 C66 2003
Main Library, UWISA BF201.4 C66 2003
Main Library, UWIM BF201.4 C66 2003
NALIS 155.333 09729 CO
NLJ 155.333 Ja Con
ECLACPOS CDC 15850
UVI Libraries BF201.4 C66 2003
157
Downes, Aviston D.
Boys of the empire: Elite education and the construction of hegemonic
masculinity in Barbados, 1875–1920. In Rhoda Reddock (ed.), Interrogating
Caribbean masculinities: Theoretical and empirical analyses (pp. 105–136). Mona,
Jamaica: UWI Press, 2004.
This chapter argues that the construction of hegemonic masculinity in
Barbados was formulated by the co-optation of the “lesser” masculinity
of a black middle class by the socially dominant white males. It notes that
this process was facilitated primarily through the school system. The
chapter asserts that the aggressive masculinity exercised by old boys of
the elite schools of Barbados in protecting imperial and colonial interests
did nothing to redress the social, political, and economic inequities that
faced blacks in the empire.
Locations
SOE Library, UWISA WI RES BF692.5 I67 2004
Main Library, UWISA BF692.5 I67 2004
Main Library, UWIM BF692.5 I67 2004
NALIS REF WI 305.3109729
UVI Libraries BF692.5 I67 2004
ECLACPOS CDC 15851
CGDS, UWISA
96 / Areas of Research
158
Downes, Aviston D.
From boys to men: Colonial education, cricket and masculinity in the Car-
ibbean, 1870–c.1920. International Journal of the History of Sport, vol. 22, no.
1, Jan. 2005, pp. 3–21.
This article contends that elite middle-class schools established in the
Caribbean from the latter half of the 19th century played a central role in
masculine identity formation in the region. Like the English public
schools after which they were modelled, sport, especially cricket, rein-
forced by popular juvenile literature and paramilitarism, was at the core of
the creation of this masculine identity. Boys were taught that the sports
field and the battlefield were arenas for proving their manhood. Although
the elite schools catered primarily to the white elite and a selected few
from the non-white middle class, the masculine games ethos assumed a
hegemony across Caribbean societies. Black men in the Caribbean enthu-
siastically embraced the sporting codes and enlisted to defend imperial
interests in the First World War. Racial discrimination, however, frag-
mented any notion of a common British transatlantic manhood. The
emergence of “bodyline” bowling in West Indian cricket from the 1920s
reflected a challenge to entrenched notions of white colonial and imperial
masculinities.
Location
Main Library, UWIM GV1 I57
159
Parry, Odette
In one ear and out the other: Unmasking masculinities in the Caribbean
classroom. Sociological Research Online, vol. 1, no. 2, 1996.
This paper explores classroom, gendered responses of secondary school
students in Jamaica, Barbados, and St. Vincent and the Grenadines. It
examines the relationship between teacher expectations, Caribbean mas-
culinities, and male underachievement. Data were collected from class-
room observation of fourth-form students (14-year-olds), and from
Construction of Masculinity / 97
ethnographic interviews with head teachers, guidance counsellors, and
fourth-form teachers of English language, biology, and physics. The
account shows how teachers interpret gendered responses as
confirmation of natural and necessary differences between male and
female students. It is these perceived differences that they use to justify
the case for single-sex education, particularly for males. Conversely, the
paper argues that male-gendered responses are informed by cultural
expectations that translate into pedagogical relationships. These
expectations reflect a version of masculinity that equates education with
the female side of a male/female dichotomy. The paper explores ways in
which schools encourage this version of “masculinity”, at the same time
rendering it educationally inappropriate.
Location
Internet http://www.socresonline.org.uk/socresonline.1/2/2.html
160
Parry, Odette
Sex and gender constructions in the Jamaican classroom. Social and Eco-
nomic Studies, vol. 45, no. 4, Dec. 1996, pp. 77–93.
This article explores some of the ways in which the Jamaican classroom
offers male students an arena in which to develop and demonstrate mas-
culinity through their educational responses. Data were collected mainly
by classroom observation of fourth-form students (14-year-olds) and
interviews with principals, guidance counsellors, and 47 fourth-form
teachers (37 female and 10 male) of English, biology, and physics. Obser-
vation and interviews were carried out in eight secondary schools (two
boys’, two girls’, and four coeducational). The article argues that educa-
tion is decried as effeminate, a view that culminates in an anti-academic
ethos celebrated by the version of masculinity that informs classroom
responses. The findings suggest that Caribbean masculinity informing
classroom responses is at variance with the requirements of the education
system.
98 / Areas of Research
Locations
Main Library, UWISA H1 S6
Main Library, UWIM HN244 A1 S6
CGDS, UWIM LC4661/ Pamph. 1429
ECLACPOS CDC Serial
NLJ S723
COB Library Periodical Collection
UVI Libraries HN244 S6 1996
161
Shepherd, Verene A.
Challenging masculine myths: Gender, history, education and development in Jamaica.
Kingston, Jamaica: Planning Institute of Jamaica, 2002. 41 p. (Expanded
version of a lecture delivered in the Dialogue for Development Lecture
Series)
This essay explores the relationship between history and hegemonic mas-
culinity by interrogating the content of history education, and exposing
the gender inequalities in the historiography itself as well as in the texts
used to teach the subject. It argues that what boys learn in history classes
matters and has implications beyond the examination results they
achieve, and further that if they are exposed to history education through
the dominant texts on the market, then they are exposed to a kind of edu-
cation that reinforces the subordination of women, and an education that
may contribute to how they view and treat women in their adult lives.
Locations
Main Library, UWISA HQ1090.7 J3 S53 2002
Main Library, UWIM HQ1090.7 J3 S53 2002
NLJ Pam 370.19345 Ja She
162
Shepherd, Verene A.
Gender, history education and development in Jamaica. In Barbara Bailey
& Elsa Leo-Rhynie (eds.), Gender in the 21st century: Caribbean perspectives,
visions and possibilities (pp. 61–81). Kingston, Jamaica: Ian Randle Publish-
ers, 2004.
Curriculum / 99
This essay suggests that whatever may be the reasons articulated for Car-
ibbean males’ insecure masculinity, history education is not one of the
contributing factors. In fact, history education, as viewed through the
main textbooks, bolsters hegemonic masculinity.
Locations
Main Library, UWISA HQ1501 G4673 2004
Main Library, UWIM HQ1501 G4673 2003
NLJ 305.309729 Ja Gen
163
Vassel, Nevel Anthony
Black masculinity and further education colleges in Britain and Jamaica.
Ph.D. diss., University of Manchester, 2002. 329 p.
Curriculum
164
Allen, Beryl Millicent
Gender, methodology and the curriculum process. Teaching History, vol.
83, Jan. 1995, pp. 14–16.
This article suggests a framework for addressing gender issues in a pro-
gramme designed to develop history educators. The framework offers a
focus on teaching the historical method as a way in which the history edu-
cation curriculum might deal with the issues.
165
Dingwell, Maria
Gender differentiation in the secondary school curriculum. Dip. Ed.
study, The University of the West Indies, St. Augustine, Trinidad, 1993.
v, 24 p.
100 / Areas of Research
This study takes a critical look at the secondary school curriculum in
Trinidad and Tobago, with specific reference to the way in which it sup-
ports gender differentiation. It looks at sex stereotyping in various sub-
jects and makes suggestions for addressing this issue. The study
recommends the introduction of a curriculum that offers a fairer chance
to girls, which must be free from sex bias and role stereotyping.
Location
SOE Library, UWISA WI Collection
166
Dupont, Beatrice
Unequal education: A study of sex differences in secondary school curricula. Paris:
UNESCO, 1981. 88 p.
This publication describes studies of the curricula and standards for
teaching and training applied to the two sexes in secondary schools and
teacher training colleges. The conclusions are drawn from surveys carried
out by the National Commissions for UNESCO of seven countries:
Afghanistan, Jamaica, Jordan, Madagascar, Mongolia, Portugal, and Tur-
key. The studies referred to throughout this work bear witness to
UNESCO’s efforts to encourage and support action by member states to
promote equality of educational opportunity for women and girls, in
implementation of the World Plan of Action adopted by the World Con-
ference of the International Women’s Year, Mexico 1975, and to rein-
force this action during and beyond the United Nations Decade for
Women, 1976–1985. The aim of these studies was to compare the curric-
ula drawn up for boys and girls and the differences, sometimes subtle,
that were discovered between the curricula and standards used. It would
thus seem that while the school can be a powerful force in helping to cre-
ate equality of opportunity between the two sexes, it nevertheless reflects
the standards of the society to which it belongs and helps to perpetuate
traditional roles.
Location
Main Library, UWIM LB1607 D86 1981
Distance Education / 101
167
Watts, Margaret
The study of literature is mostly for girls: Some implications for curricu-
lum goals, implementation and research. 26 p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Jamaica, 19–24 Nov., 1989. Sponsored
by Women and Development Studies; and Faculty of Education, The
University of the West Indies, Mona.
Distance Education
168
Bailey, Barbara, & Tomlinson, Esperanza M.
Gender perspectives in a teacher education distance programme. In
Women’s Studies Centre, Feminist pedagogy and women-friendly perspective in dis-
tance education (pp. 128–151). Umes, Sweden: Women’s Studies Centre,
1993. (Reports; No. 4)
An examination of registration data for programmes offered via the dis-
tance education mode at The University of the West Indies (UWI)
showed that as with the face-to-face programme, a higher proportion of
women than men were using this route to obtain accreditation. The arti-
cle identifies factors that could have a differential impact on female and
male participants in the teacher education programme offered via the dis-
tance teaching network (UWIDEC), and presents the findings of a
survey.
169
Gouthro, Patricia A.
Assessing power issues in Canadian and Jamaican women’s experiences in
learning via distance in higher education. Teaching in Higher Education, vol.
9, no. 4, Oct. 2004, pp. 449–461.
102 / Areas of Research
This article develops a critical feminist argument, which examines how
power issues impact on the learning experiences of Canadian and Jamai-
can women learning via distance in a graduate adult education pro-
gramme. Participants were selected from different backgrounds,
representative of the larger student population. Using a critical feminist
perspective that examined gender issues and inequities in power, three
areas emerged from the data as power issues in distance learning: teaching
internationally, relationships in the classroom, and relationships in the
homeplace.
170
Gouthro, Patricia A.
Learning across culture, time and space: Canadian and Jamaican women’s
experiences in learning via distance. 5 p.
Paper prepared for the SCUTREA Annual Conference, 31st, London,
UK, 3–5 Jul. 2001.
This paper provides an overview of a pilot qualitative study that examines
the experiences of Canadian and Jamaican women learning via distance.
Ten in-depth, personal interviews were conducted to enable the students
to speak their learning experiences in their own words. These narratives
are drawn upon to tease out the commonalities and themes that consis-
tently emerge as issues for women learning via distance. The paper
explores the changing realities of educational experiences for women, dis-
cusses some of the challenges in learning at a distance, and begins an
exploration of some of the concerns entailed in teaching across cultures.
171
Soares, Judith, & Thomas, Michael L.
Women and ICT for open and distance learning: Some formal and non-
formal approaches, experiences and strategies from the Caribbean. [n.p.].
Paper prepared for the Pan Commonwealth Forum on Open Learning,
4th. Ocho Rios, Jamaica, 30 Oct.–3 Nov. 2006. Sponsored by Common-
wealth of Learning; Caribbean Consortium.
Early Childhood Care and Education / 103
This paper explores some issues related to the involvement of women in
formal and nonformal open and distance learning initiatives in the
English-speaking Caribbean. It suggests that nonformal distance learning,
through the use of information and communications technology (ICT),
must be considered as integral to the education of the peoples of the Car-
ibbean, with particular reference to the case of rural women in the small,
remote community of Fancy in St. Vincent and the Grenadines. The
paper argues that distance learning is as important in nonformal educa-
tion as in broadening access to formal academic certification of women in
the region, since it can provide access to information to rural women in
the interest of personal development, broadening their knowledge base,
and developing their skills and techniques in various areas of
agriculture—the economic base of their community.
Early Childhood Care and Education
172
Trinidad and Tobago National Commission for UNESCO
The role of working mothers in early childhood education: Trinidad and Tobago,
1977. Paris: UNESCO, 1978. xiii, 123 p.
This is one of five national studies commissioned by UNESCO to (1)
gather and assess information concerning the role parents and institu-
tions play in early childhood education, with particular emphasis on the
role of working mothers; (2) identify the problem that working mothers
face in fulfilling their dual role as parents and contributors to the develop-
ment of their countries; and (3) recommend major areas for action that
would enable working mothers to fulfil this dual role. Data were collected
from interviews with representatives of key institutions, surveys of insti-
tutions catering for pre-school children, and working mothers, and from
a seminar for principals and teachers of pre-school institutions. It was
found that in the society, there is generally a low level of awareness of the
importance of fostering the all-round development of the pre-school
104 / Areas of Research
child. There is a great need to focus on areas of neglect such as the emo-
tional and intellectual, which are apparent in the lack of planned pro-
grammes necessary to assure the type of learning experiences young
children need to develop their full potential.
Location
SOE Library, UWISA WI RES HQ759 T7 U58
Economic and Social Outcomes
173
Bailey, Barbara
Education and training in Jamaica: A gender perspective. Kingston, Jamaica:
[s.n.], 1993. [16] p. (Revised version of a paper presented at the First
Interdisciplinary Seminar in Women and Development Studies, June
1987)
This paper identifies issues of sex-segregation of the curriculum and the
under-representation of girls from the technical areas of the training pro-
grammes in Jamaica, and sees these as confirmation of the subordinate
position of girls in the formal and nonformal education sectors. The
result, as confirmed by labour market data, is the continuing low level of
participation of women in areas that are perceived to be skilled and high
status and, therefore, better paying.
Location
CGDS, UWIM LA476/ Pamph. 1709
174
Bailey, Barbara
Gender and education in Jamaica: Who is achieving and by whose stan-
dards? Prospects, vol. 34, no. 1, Mar. 2004, pp. 53–70.
This article suggests that even if the theory of male underachievement is
generally accepted, males nevertheless enjoy a competitive advantage
Economic and Social Outcomes / 105
when judged by their social, economic, and political accomplishments.
Any analysis that seeks to understand the realities of the education of the
two sexes would be misleading if it did not take account of the socioeco-
nomic value of educational achievement for both sexes, and the inverse
relationship that exists between educational achievement and social out-
comes, which are more favourable to boys than girls. The article provides
quantitative and qualitative data on the educational experience at all lev-
els, which clearly show the differences between the sexes in several areas.
Locations
SOE Library, UWISA SERIALS
COB Library PERIODICALS
UVI Libraries Oakes General Collection
175
Bailey, Barbara
Gender myths and realities: Education and women’s social advancement
in Jamaica. In Patricia Mohammed (ed.), The construction of gender: Develop-
ment indicators for Jamaica: Sector papers commissioned by the Planning Institute of
Jamaica for the derivation of the gender development indices (pp. 27–40). Kingston,
Jamaica: Planning Institute of Jamaica; UNDP; CIDA, 2000. (UNDP
Human Development Report: Sector Studies)
This paper examines differentials in male and female educational access
and attainment at the secondary and tertiary levels, with a view to identi-
fying gender indicators for the educational sector. It also discusses the
social value of the school experience to both sexes, in terms of the rela-
tionship between educational attainment and the relative position of
males and females in the gender system of the wider society.
Locations
Main Library, UWISA HQ1975.5 J25 C66 2000
Main Library, UWIM HQ1075.5 J3 C66 2000
CGDS, UWIM HQ1101/ Pamph. 1257
NLJ 305.3097292 Ja Con
CGDS, UWISA MOH
106 / Areas of Research
176
Bailey, Barbara
Interrogating the school as a social system: Going beyond sex stratifica-
tion. 26 p.
Paper prepared for the International Conference on Problems and
Prospects of Education in Developing Countries, 25–28 Mar. 2002.
Sponsored by School of Education, Barbados. The University of the
West Indies, Cave Hill.
This paper presents a critique of Barriteau’s model, which purports to be
useful for examining how the concepts of gender and gender systems
operate within the cultural, social, and political economy of states. A
somewhat modified version was developed and used for designing a
study to analyse the extent to which two co-educational secondary
schools, in contrasting socioeconomic locations, are gendered and organ-
ized around distinguishing features of a gender system. Schools from
contrasting social settings were studied to facilitate an assessment of the
extent to which gender relations in the social system of the school are
mediated by social class. A secondary intention was to assess the extent to
which the model and the protocol and strategies for data collection were
adequate for interrogating stratification in mixed-sex educational settings.
Location
CGDS, UWIM LC1401/ Pamph. 2013
177
Bailey, Barbara
The search for gender equity and empowerment of Caribbean women:
The role of education. In Gemma Tang Nain & Barbara Bailey (eds.), Gen-
der equality in the Caribbean: Reality or illusion (pp. 108–145). Kingston,
Jamaica: Ian Randle Publishers; CARICOM Secretariat, 2003.
This paper seeks to show that, contrary to popular perception, education
has not proved to be the vehicle for shifting the balance of power
between the sexes in the economic, political, and personal spheres. It
argues that despite their overall higher levels of educational participation
Economic and Social Outcomes / 107
and attainment, Caribbean women as a group continue to be predomi-
nantly clustered in the lower-paying sectors of the labour market; experi-
ence higher levels of unemployment; have less access to productive
resources; are under-represented in all areas of governance, including rep-
resentational politics and decision-making positions and processes; and
experience high levels of gender-based violence and therefore lack con-
trol of their sexual and reproductive rights. It is concluded that whereas
increased participation and performance in education may have helped to
meet the practical needs of some Caribbean women, their strategic need
for empowerment has not been met. The reasons for this are explored
and suggestions are made for reversing these trends.
Location
Main Library, UWISA HQ1525.4 G46 2003
Main Library, UWIM HQ1501 G467 2003
CGDS, UWIM LC1401/ Pamph. 2012
CGDS, UWISA TANG NAIN
NLJ 305.4209729 Ja general
UVI Libraries HQ1525.4 G46 2003
COB Library HQ1525.4 G46 2003
ECLACPOS CDC 15847
178
Bailey, Barbara
Sexist patterns of formal and nonformal education programmes: The case
of Jamaica. In Elsa Leo-Rhynie, Barbara Bailey, & Christine Barrow (eds.),
Gender: A Caribbean multi-disciplinary perspective (pp. 144–158). Kingston,
Jamaica: Ian Randle Publishers in association with The Centre for Gender
and Development Studies, The University of the West Indies, Mona, and
the Commonwealth of Learning, 1997.
This paper focuses on sex segregation of the curriculum at the secondary
level, the under-representation of girls in the technical areas of a post-
secondary training programme, and the implications for employment
opportunities for girls. The situation of girls is highlighted as labour
market statistics for Jamaica indicate that feminized occupational areas
are over-subscribed. It is concluded that the preparation of girls in
108 / Areas of Research
schools along traditional lines not only perpetuates sex stereotyping but is
self-defeating. Suggestions are made for initiatives that could be
introduced to break this cycle.
Locations
IOE Library, UWISA WI RES HQ1501 G46 1997
Main Library, UWISA HQ1501 G46 1997
Main Library, UWIM HQ1501 G46 1997
CGDS, UWIM HQ1101/Pamph. 1329
CGDS, UWISA LEOR
NALIS WI 305.3 Ge
NLJ 305.3729 Ja general
COB Library KA49 F4 G46 1997
CLACPOS CDC 14106
WAND (729) 396.1 GE
UVI Libraries HQ1501 G46 1997
179
Bailey, Barbara
Women’s education: The link with the labour market. [14] p.
Paper prepared for the Seminar on Women: Transforming the Corporate
World, Kingston, Jamaica, 8 Mar. 2001.
This paper questions whether women are transforming the corporate
world or whether the glass ceiling is still obstructing the path of upward
mobility for women, and only cracking enough to admit a few into the
higher echelons of their organizations. It argues that although improving
women’s access to education has met a practical need and satisfied a basic
human right, it has done little to change their subordinate position
because the focus has been on quantity rather than on the quality and
nature of women’s education.
Location
CGDS, UWIM LC1401/ Pamph. 1981
Economic and Social Outcomes / 109
180
Bailey, Barbara, & Dunn, Leith L.
Globalisation and labour market transformations: Implications for
women’s human resource development in Jamaica. In Noel M. Cowell &
Clement Branche (eds.), Human resource development and workplace governance
in the Caribbean (pp. 86–101). Kingston, Jamaica: Ian Randle, 2002.
This article discusses the impact of globalization on labour organization,
particularly as it relates to women in the workplace. It posits that women
have been more disadvantaged than men; that more women are unem-
ployed and underemployed; and that more women move into non-
standard contracts of employment. Even though they display greater
overall levels of participation and attainment at the higher levels of the
education system, women are still displaced from the formal labour sec-
tor. It is suggested that policies to address these issues must focus on
reducing sex segregation in the educational curricula, and efforts must be
made to promote entrepreneurship among women.
Locations
SOE Library, UWISA HF5549.2 C35 H86 1995
Main Library, UWISA HD8194 H86 2002
Main Library, UWIM HF5549 H852 2002
NALIS REF WI 331.09 729 Hu
NLJ 331.09729 Ja Mon
181
Bastick, Tony
Differential effects of single-sex and co-educational schooling: Factors of
social violence among adolescents in Jamaica. In Tony Bastick & Austin
Ezenne (eds.), Sociology of education: Research in the Caribbean (pp. 97–115).
Mona, Jamaica: Educational Research Centre, The University of the West
Indies, 2002.
This article explores the possibility that co-educational schooling could
ameliorate the culture of violence among adolescents in Jamaica.
110 / Areas of Research
Locations
Main Library, UWIM LC191.8 C72 S62 2002
NALIS REF WI 371.2 So
NLJ 306.4307 Ja Soc
182
Brown, Janet
Boys in (and out of) school in Jamaica. The Boys in School Bulletin, vol. 4, no.
3, Oct. 2001, pp. 24–26.
This article examines how social, economic, and educational factors
affect boys differently from girls in Jamaica, pointing to the growing
number of young men engaged in serious crime. It suggests that boys are
subject to different educational expectations, disciplined more harshly by
teachers, suffer from low attendance rates, and are affected differently by
economic and class issues.
Location
Internet http://www.newcastle.edu.au/centre/fac/publications-resources/PDFs
/vol4_3.pdf
183
Degazon-Johnson, Roli
A new door opened: A tracer study of the Teenage Mothers Project, Jamaica. The
Hague, Netherlands: Bernard Van Leer Foundation, 2001. 124 p. (Prac-
tice and Reflections; 13)
In the parish of Clarendon in Jamaica, about 10 per cent of infants are
born to teenage mothers. Between 1986 and 1996, over 500 young moth-
ers and their children participated in the Teenage Mothers Project (TMP).
The TMP took an approach that encompassed the development of the
young women, stimulation and care for the infants, support in the home,
and contacts with the infants’ fathers. Ten of the mothers who had par-
ticipated in the early years of the TMP were traced in 1999, and they and
their children were interviewed, as were a matched comparison group of
Economic and Social Outcomes / 111
another 10 mothers and children who had not been in the programme. In
addition, a focus group interview was conducted with the 10 TMP partici-
pants to gain additional information on the positive features of the TMP
and suggestions for improvement. The findings provided solid evidence
of the positive effects of the TMP. All the former programme mothers
were employed, most had undertaken post-school training, and their chil-
dren were mostly ranked above average by their teachers. In contrast, the
comparison group’s employment rate was much lower, and their children
were mostly ranked below average to average by their teachers. The
mothers in the comparison group had given birth to more than twice as
many infants as mothers in the programme group over the same period.
184
Drayton, Kathleen B.
Women in education. In Women in the seventies: Report of a seminar (pp.
18–27). Commonwealth Secretariat: London, 1975.
Caribbean Regional Seminar on the Role of Women in the Seventies, St.
George’s, Grenada, 7–11 Jul. 1975. Sponsored by Caribbean Centre for
Advanced Studies in Youth Work. Commonwealth Youth Programme.
This paper examines the role of women in formal education, the employ-
ment of women in education, and their access to specialist training and
education. It looks at women in their different roles of teacher, con-
sumer, citizen, student, and in popular culture, and recommends (1) the
development of family life education programmes; (2) the establishment
of a regional resource base for family education; (3) the revision of exist-
ing curricula to make subjects more relevant to needs; (4) the undertaking
of studies on (a) child rearing practices, (b) women’s view of their roles in
society, and (c) the impact of co-education and segregated schooling on
the educational achievement of girls.
Locations
Main Library, UWISA HQ1501 C38 1975
Main Library, UWIM HQ1525.7 W66
ECLACPOS CDC 1671
112 / Areas of Research
185
Ferreira, Rhonda
Women and education in the West Indies: The education of women from
the 1930s to the present as portrayed in some West Indian novels. M.A.
thesis, Regent University, 1994. 105 p.
This study uses several West Indian novels to portray the role of educa-
tion in women’s lives. A brief historical and social overview of English-
speaking Caribbean society is given to place the educational system in its
proper setting. Inferences are drawn as to how women can better func-
tion within the framework of education in society, and their importance
and relevance to the system itself.
186
Ferreira Habersham, Rhonda
Education of the colonial woman through the eyes of the novelist. In
Christine Barrow (ed.), Caribbean portraits: Essays on gender ideologies and iden-
tities (pp. 225–233). Kingston, Jamaica: Ian Randle Publishers; Centre for
Gender and Development Studies, The University of the West Indies,
Mona, 1998.
This paper argues that history has failed to give a sensitive enough
account of the educational system since 1930, and has not adequately
addressed the system’s effect on the psyche of the woman. It therefore
suggests that novels may assist in offering a fuller understanding of the
circumstances that women faced in their quest to better themselves. It
seeks to redress the balance by exploring the portrayal of the educational
system and its effects on the colonial woman as shown in Merle Hodge’s
Crick Crack Monkey and For the Life of Laetitia, Zee Edgell’s Beka
Lamb, and Angel by Merle Collins.
Locations
SOE Library, UWISA WI RES HQ1075.5 C27 C37 1998
Main Library, UWISA HQ1501 C3751 1998
Main Library, UWIM HQ1501 C365 1998
Economic and Social Outcomes / 113
CGDS, UWISA BAR
CGDS, UWIM HQ1501/382
NALIS REF WI 305.3 09729 Ca
COB Library W HQ1075.5 C27 C37 1998
ECLACPOS CDC 14169
WAND (729) 396.1 GE
UVI Libraries HQ1501 G46 1997
NLJ 305.3 Ja Car
187
Figueroa, Mark
Gender privileging and socio-economic outcomes: The case of health and
education in Jamaica. 15 p.
Paper prepared for the Workshop on Family and the Quality of Gender
Relations, Mona, Jamaica, 5–6 Mar. 1997. Sponsored by Ford
Foundation.
This paper seeks to explore some socioeconomic consequences of gender
privileging. In doing so, it clarifies the different ways in which the con-
cept of gender privileging may be usefully deployed. In particular, it dis-
tinguishes between the notion of the privileging of a gender within a
particular socioeconomic context and the experience of privilege by a
gender within that context. It then goes on to indicate the ways in which
there has been a privileging of both genders in different spheres, and the
ways in which this has led to an experience of privilege by one or other of
the genders. In linking the process of gender privileging to socio-
economic outcomes, the process of gender socialization is explored as
one mechanism through which socioeconomic outcomes are influenced
by gender privileging in various socioeconomic spheres, in particular
health and education.
Locations
CGDS, UWIM HQ503/236
WAND (729) 396.1 WO
114 / Areas of Research
188
Gregory, Sheila T.
The cultural constructs of race, gender and class: A study of how Afro-
Caribbean women academics negotiate their careers. International. Journal
of Qualitative Studies in Education, vol. 19, no. 3, May–Jun. 2006, pp.
347–366.
This study examined the cultural constructs of race, gender, and class
among 44 full-time faculty women from the Jamaica, Barbados, and
Trinidad campuses of The University of the West Indies (UWI). Results
suggest that racial identity does separate women. However, their gen-
dered identity establishes a common ground that allows them to share a
socially constructed reality. Through in-depth interviews with Afro-
Caribbean faculty women who were from different ethnic groups but the
same race, it was discovered that these women possessed a unique ability
to negotiate their identities as they shared their perceptions and interpre-
tations of daily academic life as Black faculty women.
189
Handa, Sudhanshu
The impact of education, income, and mortality on fertility in Jamaica.
World Development, vol. 28, no. 1, Jan. 2000, pp. 173–186.
This study investigated the socioeconomic determinants of cumulative
and recent fertility in Jamaica. Infant mortality has a significant non-linear
influence on fertility, peaking at a mortality rate of 0.46. Both education
and income have strong negative effects on births but the impact of edu-
cation is larger; for rural women, the birth elasticities are -0.15 and -0.45
for income and education, respectively. Finally, the transmission of the
education effect appears to be through raising the value of time of the
women rather than changing preferences.
Location
Main Library, UWIM HC59 W6
Economic and Social Outcomes / 115
190
Handa, Sudhanshu
Maternal education and child attainment in Jamaica: Testing the bargain-
ing power hypothesis. Oxford Bulletin of Economics and Statistics, vol. 58, no.
1, Feb. 1996, pp. 119–137.
This paper argues that within a bargaining framework, mother’s educa-
tion may influence children’s health and education by shifting bargaining
power within the household. An empirical strategy was developed and
applied to data on teenage grade attainment and school enrolment in
Jamaica. The results support the bargaining power hypothesis and imply a
broader role for mother’s education than has previously been considered.
Location
Main Library, UWISA HB1 B8
191
Handa, Sudhanshu
Maternal education and child height. Economic Development and Cultural
Change, vol. 47, no. 2, Jan. 1999, pp. 421–439.
This article provides evidence on how maternal education affects child
height through the Jamaican Survey of Living Conditions—a nationally
representative household survey in Jamaica.
Locations
Main Library, UWISA HC10 E19 D4
Main Library, UWIM HC10 E41
COB Library Periodical Collection
UVI Libraries HC10 C453
192
Handwerker, W. Penn
Empowerment and fertility transition on Antigua, WI: Education,
employment, and the moral economy of childbearing. Human Organization,
vol. 52, no. 1, spring 1993, pp. 41–52.
116 / Areas of Research
This article shows that Antiguan women’s birth trajectories are functions
of their view of the moral economy of childbearing, which is related to
improved employment opportunities and increased educational attain-
ment. Women’s educational attainment occurs in response to improved
employment opportunities.
Locations
Main Library, UWISA HM1 H9
Main Library, UWIM GN1 H83
193
Hickling-Hudson, Anne
Experiments in political literacy: Caribbean women and feminist educa-
tion. Journal of Education and Development in the Caribbean, vol. 3, no. 1, 1999,
pp. 19–43.
Within the context of increasing economic hardship for postcolonial
societies, many Caribbean women suffer gender-based economic, politi-
cal, and social disadvantage, which puts them in a stressful and precarious
position. This paper explores how women in the region are challenging
the difficulties of their position by cultural work and through groups
striving for the development of a feminist political literacy. Such literacy
is conceptualized as the understanding of local, national, and global con-
texts of impoverishment and patriarchal practices, together with the
development of organizational forms and educational techniques that
increase women’s confidence and skills to mount political challenges for
change. Three types of women’s organizations are analysed for their role
in this kind of feminist education.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA LA475 J68
Main Library, UWIM L11 J68
UVI Libraries LA475 J6
COB Library Periodical Collection
Economic and Social Outcomes / 117
194
Jarrett, Joyce E.
Teens’ children: Charting their progress through research: Teenage Mothers Project.
Mona, Jamaica: Centre for Early Childhood Education, The University of
the West Indies, Mona, 1995. 33 p.
The Teenage Mothers’ Project (TMP) in Jamaica seeks to act as an inter-
vention for the teenage mothers involved, giving them the opportunity to
complete their schooling; develop practical, marketable skills; and learn to
be better mothers. While mothers attend the centre, their children attend
a stimulating, nurturing day-care centre supervised by trained caregivers.
This aspect of the programme, apart from giving mothers time for per-
sonal development, was designed to meet the children’s needs and to sup-
port positive outcomes for succeeding generations. An assessment of
developmental outcomes for TMP children was conducted using the
McCarthy Scales of Children’s Abilities (MSCA), which measures verbal
and perceptual performance, and quantitative, general cognitive, memory,
and motor skills. TMP children and a control group were first tested in
1989, then again in 1990 and 1991 after two years of school. The data
indicated that the programme’s philosophy of early stimulation and a
favourable learning environment was successful in providing children
with developmental advantages that have long-term effects on their learn-
ing capabilities.
Locations
Main Library, UWISA HQ759.4 T43 1995
Main Library, UWIM HQ759.4 T43 1995
NLJ Pam 362.7 Ja Jar
195
Justus, Joyce Bennett; McKenzie, Hermione; & Powell, Dorian L.
Increasing educational and economic options of Jamaican adolescent females: A study of
policy implications for reducing fertility and raising female status. New York:
Research Institute for the Study of Man, 1980. 129 p.
118 / Areas of Research
This study sought to contribute to the understanding of how education
and other factors may influence female fertility in Jamaica. The findings
revealed that women who had been exposed to higher levels of education
had lower fertility aspirations, had experienced fewer pregnancies, and
had fewer children than women who had not had a similar educational
experience. Educational achievement and work-related variables emerged
as the most important predictors of fertility, leading to the conclusion
that these two areas are crucial contexts for policy intervention.
Location
Main Library, UWISA HB963 J87 1980
196
Kassim, Halima-Sa’adia
Education, community organisations and gender among Indo-Muslims of
Trinidad, 1917–1962. M.Phil. thesis, The University of the West Indies,
St. Augustine, 1999. xv, 330 p.
This study sought to link education, Islamic consciousness, and Western
socialization, and to demonstrate some of the effects that these had upon
Muslims in Trinidad and Tobago. It notes that the 1930s and 1940s saw
an increase in Islamic and Indian consciousness among the Muslim popu-
lation, resulting in less concentration on land acquisition and more on
acquisition of knowledge as a means of social mobility. This led to the
formation of a Muslim movement to establish co-educational Muslim pri-
mary and single-sex secondary schools. The resultant increased employ-
ment and education of females encouraged socialization into the values
of the wider society and, consequently, the institution of marriage under-
went changes.
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
Economic and Social Outcomes / 119
197
Leader, Ermine T.
The relationship between teenage pregnancy and educational achievement
and its implications for general quality of life in St. Kitts-Nevis. M.A.
thesis, Andrews University, 1993. vi, 89 p.
198
Leo-Rhynie, Elsa
Gender and power in contemporary society: A case-study of student gov-
ernment. In Eudine Barriteau (ed.), Confronting power, theorizing gender: Inter-
disciplinary perspectives in the Caribbean (pp. 283–299). Mona, Jamaica: UWI
Press, 2003.
This preliminary and exploratory study sought to explore the gender
dynamics of student leadership in order to reveal the experiences of
female leaders, and to examine any power relationships that might
emerge. Specifically, it sought to determine (1) female students’ motiva-
tion in seeking leadership positions; (2) barriers and facilitating factors in
their quest for leadership; (3) expectations and experience in leadership
positions; (4) lack of female participation in competition for the posts of
president and vice-president; (5) the support base for women in seeking
leadership and carrying out those roles; and (6) the gender and power
implications emerging from these issues. Data were collected from a
focus group discussion in which five female members of the outgoing
and incoming guild councils participated (two from the outgoing and
three newly elected members). Four major themes emerged from the
data: difficulty of access, persistence of hierarchy and power, autocratic
styles of leadership, and the importance of support bases.
Locations
SOE Library, UWISA WI RES BF210.4 C66 2003
Main Library, UWISA BF201.4 C66 2003
Main Library, UWIM BF201.4 C66 2003
NALIS 155.333 09729 CO
NLJ 155.333 Ja Con
ECLACPOS CDC 15850
UVI Libraries BF201.4 C66 2003
120 / Areas of Research
199
Lowe, Gilbert Antonio
Education, occupation of fathers and parental contributions to educa-
tional expenses as factors in career aspiration among male Jamaican stu-
dents. Journal of Negro Education, vol. 35, no. 3, 1966, pp. 230–256
Locations
Main Library, UWIM LC2701 J6
COB Library Periodical Collection
200
Lynch, Roslyn
Gender differences in labour market experience: The case of university
graduates in the eastern Caribbean. Ph.D. diss., University of Hull, 1993.
[n.p.].
This study noted that within the Caribbean context, education has always
been highly valued as an agent of upward social mobility, and so both
males and females have been investing in education to the same extent.
However, a situation has evolved in which women, despite their having
made the most impressive gains within the educational system, have
seemingly not been able to transfer these gains to the labour market. The
study investigated the labour market experiences of male and female uni-
versity graduates in the Eastern Caribbean islands of Barbados, St. Lucia,
and Trinidad. Data were collected using official statistics, related litera-
ture, and the results of a structured questionnaire on the problems gradu-
ates experienced in finding and maintaining appropriate employment. In
addition, the views of a small number of Barbadian employers were
sought on the recruitment and training practices of their firms, especially
as they related to gender differences in graduate employment, and their
opinions on the future employment prospects for university graduates.
Economic and Social Outcomes / 121
201
Lynch, Roslyn
Highly educated, so what? Women, education and employment in Barba-
dos. In Tony Bastick & Austin Ezenne (eds.), Sociology of education: Research
in the Caribbean (pp. 23–37). Mona, Jamaica: Educational Research Centre,
The University of the West Indies, 2002.
This article documents the experiences of a group of university-educated
women within the labour market in Barbados. It seeks not only to present
evidence to illustrate the outstanding performance of women in tertiary
education, but also to show those areas where gender equity is still lack-
ing. In addition, it investigates the extent to which female graduates enter
the labour market on an equal footing with their male counterparts.
Locations
Main Library, UWIM LC191 8C72S62 2002
NLJ 306.4307 Ja Soc
NALIS REF WI 371.2 So
202
McKenzie, Hermione
Women in education: A factual review. Cave Hill, Barbados: Institute of Social
and Economic Research, The University of the West Indies, 1982. 54 p.
Women in the Caribbean Project Conference, St. Phillip, Barbados,
12–16 Sep. 1982.
Drawing on the findings of the Women in the Caribbean Project Survey
of Women in Antigua, Barbados, and St. Vincent, this paper examined
the educational levels and experiences of the women studied, and
explored women’s perceptions of education. It showed that while many
women accepted the level of education achieved, they felt that the educa-
tion received lacked vocational and practical relevance. Given the limita-
tions of existing female education and the limited economic
opportunities available to women, most respondents regarded education
122 / Areas of Research
as contributing to their material situation. Recommendations included
the integration of women’s education with national development, expan-
sion of non-traditional vocational training and opportunities linked with
national development plans, expansion of continuing education for
women, and support for further research into the influence of education
on women’s self-concept.
Locations
ECLACPOS CDC 2534
WAND (729) 396.3 RO
203
Miller, Errol L.
Gender and democratization of Caribbean education. Caribbean Journal of
Education, vol. 18, no. 1, 1996, pp. 11–44.
This article questions why girls in the Caribbean achieve higher standards
of educational performance than boys, and why men are more numerous
in the upper echelons of the social structure and the school system, as
well as more numerous at the lowest levels. It argues that these facts can-
not be attributed mainly to slavery or colonialism. Rather, it suggests that
the answer lies in the socioeconomic and political transformation of soci-
ety and the current gender patterns in the English-speaking Caribbean.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
NALIS REF WI 370.509729
NLJ C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
204
Miller, Errol L.
Preparing Caribbean males for the 21st century. Torch, vol. 35, 1998, pp.
12–29.
Economic and Social Outcomes / 123
This article examines four key elements in the preparation of Caribbean
males for the 21st century (1) locating the Caribbean in contemporary
times; (2) spiritual resistance and renewal; (3) education to meet the high-
est standards, and (4) responsibility and stewardship. It suggests that mar-
ginalized men will be faced with obstacles; including educational
standards.
Locations
Main Library, UWISA L261 A3 T676 J8
Main Library, UWIM L261 T6
205
Mohammed, Patricia
An analysis of the post World War II educational attainment of women in Trinidad
and Tobago. St. Augustine, Trinidad: Institute of Social and Economic
Research, The University of the West Indies, 1981. 62 p.
This study addressed five areas: (1) Economics and politics: The dynam-
ics of change; (2) Education for development and the development of
education; (3) The education of women; (4) Women’s education for
women’s work; and (5) Theoretical and policy considerations.
Location
Main Library, UWISA HQ1525.7 M625 1981
206
Moses, Yolanda T.
What price education: The working women of Montserrat. Council on
Anthropology and Education Quarterly, vol. 7, no. 3, 1975, pp. 13–16.
This article is based on in-depth interviews with 45 working women (pro-
fessional and non-professional). The research revealed that (1) middle-
class married women were less constrained than single middle-class
women; (2) education and occupation cut across class and sexual bounda-
ries so that the class differences and cultural traditions regulating them
needed to be investigated; (3) cultural traditions—male dominance
ideologies—might have been stronger than occupational or educational
124 / Areas of Research
advantages at the time; and (4) methodologies and techniques were
needed to determine the real value and attitudes of women studied.
207
Stone, Pauline Terrelonge
The education of women in Jamaican society. In Norma A. Niles &
Trevor George Gardner (eds.), Perspectives in West Indian education: Papers
read at the second annual conference of the West Indian Student Association, Michigan
State University, May 1977 (pp. 103–115). East Lansing, MI: West Indian
Student Association, Michigan State University, 1978.
This paper argues that elites in West Indian society have never been fully
committed to the sharing of power with women, and thus the allocation
of resources is sexually discriminatory. The educational system is gener-
ally regarded as critical to the process of social change, but in most cases
only pseudo-meritocratic educational policies are in effect. This paper
examines the case of Jamaica to illustrate the nature of the symbiotic rela-
tionship between educational and economic systems in the West Indies.
It looks at the role of women in Jamaican society and the current status of
the Jamaican female.
Locations
SOE Library, UWISA WI RES LB1626 B24 B33
Main Library, UWICH LA475 W48
208
Stuart, Sheila Venita
Women and development: A case study of the situation of women in Bar-
bados during the period 1975–1990 in relation to education and employ-
ment. M.A. thesis, University of Warwick, 1995. x, 197 p.
209
Tindigarukayo, Jimmy K.
Gender and career goal issues: A survey of Jamaican high school and uni-
versity students. Caribbean Journal of Education, vol. 19, no. 1, Apr. 1997, pp.
Economic and Social Outcomes / 125
52–72. (Special Issue: Issues Affecting Teacher Education, edited by Roy
Narinesingh)
This article is based on a survey of the differences of opinion on gender
and career choice issues of Jamaican students of both sexes at three dif-
ferent levels of education—secondary, undergraduate, and postgraduate.
The survey indicated that (1) female students at all three levels of educa-
tion studied were more favourably inclined towards attainment of gender
equality than their male counterparts; (2) while gender-stereotyped opin-
ions among female students tended to decrease with increasing levels of
education, such an inverse relationship hardly existed among male stu-
dents; and (3) levels of education tended to predict both occupational
aspiration and preferred future employers of students much better than
gender.
Locations
CERIS SERIALS: CJE
SOE Library, UWISA SERIALS
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
NALIS REF WI 370.509729 Ca
NLJ C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
210
Tindigarukayo, Jimmy K.
Gender differentials in education and labour force in Jamaica. Canadian
Journal of Development Studies, vol. 17, no. 3, 1996, pp. 449–468.
Unlike women in many other developing countries, Jamaican women
have made better use of educational opportunities than men, especially at
the higher levels of the educational system. However, as indicated in this
paper, such an educational superiority has not yet been fully utilized by
Jamaican women to acquire an economic advantage. The paper suggests
three possible explanations for this failure: (1) discrimination against
women, based on the ascriptive factors of gender within the Jamaican
labour force system; (2) too early for the recent educational superiority of
126 / Areas of Research
women to have a full impact on the socioeconomic status of women; and
(3) low numbers of women in science-related training, required in most
industrial sectors in Jamaica.
211
Tindigarukayo, Jimmy K.
The impact of maternal schooling on the health status of children in
Jamaica. Journal of Education and Development in the Caribbean, vol. 3, no. 1,
1999, pp. 73–79.
Using data collected in 1991 through the Survey of Living Conditions in
Jamaica, this study analyses the linkage between mothers’ educational lev-
els and the health status of children. The results of the study indicated
that: (1) increased levels of mothers’ education are associated with (a)
reduction in number of days that children are ill, (b) reduction in house-
hold size, and (c) increase in household income; (2) increased levels of
household income are associated with a reduction in the number of days
that children are ill; and (3) contrary to conventional expectations,
increase in household size is associated with a reduction in the number of
days that children are ill.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA LA475 J68
Main Library, UWIM L11 J68
COB Library Periodical Collection
UVI Libraries LA475 J6
212
Whittaker, Lurline Vernicia
The impact of female education and other selected variables on fertility in
Jamaica. Ph.D. diss., Pennsylvania State University, 1980. xi, 112 p.
This study sought to investigate, empirically, the relationships between
fertility and educational attainment, child mortality, and the desire for
additional children, as a basis for home economics policy making and
programme implementation in Jamaica. Data were collected from a
Educational Administration / 127
questionnaire—developed for the World Fertility Survey and adapted to
Jamaican conditions—which was administered to 2,765 females between
the ages of 15 and 49, in urban and rural areas. Females who were not
attending school full-time and had been involved in at least one union at
the time the survey was conducted were eligible. The hypothesis regard-
ing an inverse relationship between education and fertility was supported.
Education proved to be significant in explaining variations in numbers of
children ever born, both at the 5% and 1% levels. Married women had
the highest number of children born, followed by common-law unions
and visiting relationships. Among married women, the largest mean
number of children born was found among women who entered a union
before age 15. With respect to religious affiliation, Catholic women had
the lowest mean number of children ever born. The two largest religious
groups—Baptists and Anglicans—tended towards higher means in
almost all levels of educational attainment.
Location
Main Library, UWIM LC70 J3 W55
Educational Administration
213
Conrad, Dennis A.
Educational leadership and the ethic of care: The experiences of four
women educators of Trinidad and Tobago. Ph.D. diss., Virginia Polytech-
nic Institute and State University, 2000. Computer data (1 file).
The four women who constituted this study were among the educational
leaders who had demonstrated caring leadership, and who have had
transformative influences over followers. To understand how they
evolved as educational leaders, testimonies of their experiences and
perceptions were developed, and presented as reconstructed narratives.
The discussion on these narratives explores relationships between who
these women were in character, their experiences of the ethic of care, and
128 / Areas of Research
leadership. The study directs focus on the lives of these women with a
view to documenting their contributions and sharing their voices about
the education systems of Trinidad and Tobago, and the broader
Caribbean area. Data were collected through oral history interviewing,
within the biographical tradition. The data, as transcribed narratives and
topical life histories, were then content-analysed to identify common
themes and link them with contemporary research on leadership, women,
and the ethic of care. Findings from the study revealed caring leadership
as an evolutionary process, and the importance that spirituality,
community, and a sense of gender equity and interrelatedness played in
the lives of the participants.
Location
Internet http//scholar.lib.vt.edu/theses/available/etd-111899-141000
214
Drayton, Kathleen B., & Cole-Georges, J.
The access of women to planning and decision making in education in ten Caribbean
Commonwealth countries. [S.l.: s.n.], 1991. [n.p.]. (Prepared for UNESCO)
215
Jones, Sonia O.
Perceptions of the leadership behavior of male and female administrators
of Jamaican teachers’ colleges: An analysis. Ph.D. diss., University of Flor-
ida, 1981. xi, 100 p.
This study was designed to compare the perceptions of the leadership
behaviour of male and female Jamaican teachers’ college administrators
to determine to what extent they behaved differently as leaders. Ques-
tionnaires were administered to a sample of 38 administrators—22
female and 16 male. Results of the data analysis showed no significant dif-
ferences between male and female administrators’ leadership behaviour
on 11 of 12 dimensions of the Leader Behaviour Description Question-
naire—Form XII, as reported by subordinates and the administrators.
Subordinates perceived no significant differences between male and
Educational Administration / 129
female administrators in any of the 12 dimensions. Gender was not a fac-
tor in the overall leadership behaviour of male and female administrators.
There appeared to be certain similarities in the career aspirations, age,
teaching experience, and status of male and female administrators.
Locations
Main Library, UWISA LB2027 J79 P4
Main Library, UWIM LB2027 J66
216
King-McKenzie, Ethel L.
Women’s voices in education: Two Jamaican life histories. Ph.D. diss.,
Louisiana State University and Agricultural and Mechanical College, 1999.
275 p.
This study sought to recover the marginalized voices of women educators
in Jamaica by turning their oral life histories into text. Since it was not
possible to interview all women educators in Jamaica, the study uses the
life histories of two women who were the first to take positions of educa-
tional leadership in two spheres that were once male dominated. Both
women, who made it to the zenith of the teaching profession, relate their
life experiences and the meanings they gave to their work as educators.
217
Leo-Rhynie, Elsa
Access of women to the planning of education in the Commonwealth
Caribbean. The case of Jamaica. 18 p.
Paper prepared for the Symposium on the Role of Women in Policy Mak-
ing in Education in the Commonwealth Caribbean, Bridgetown, Barba-
dos, 14–16 Apr. 1992. Sponsored by UNESCO/CARNEID/UWI.
This paper documents and examines the organizational structure within
which educational planning and management occur on a national level in
Jamaica, and the access and involvement of women at this level, and at
the levels of boards of governors and institutional leadership. Factors
related to the access afforded women in these activities are discussed.
130 / Areas of Research
Location
CGDS, UWIM LC1401/ Pamph. 134
218
Morris, Jeanette
Educational management from a perspective of care: Women teachers in
Trinidad and Tobago. In Tony Bastick & Austin Ezenne, (eds.), Sociology of
education: Research in the Caribbean (pp. 3–21). Mona, Jamaica: Educational
Research Centre, The University of the West Indies, 2002.
This study explores how some female secondary school principals in
Trinidad and Tobago manage their schools, and what insights their sto-
ries bring to the task of managing schools effectively. It was evident that
their management style owed a great deal to their socialization as females
into nurturing, caring roles. They brought to their management practice
an ethic of care, which manifested itself in empathy and concern for their
students, staff, and parents, resulting in schools that were seen as humane
institutions.
Locations
Main Library, UWIM LC191.8 C72 S62 2002
NALIS REF WI 371.2 So
NLJ 306.4307 Ja Soc
219
Morris, Jeanette
Female secondary school principals: Career paths and management prac-
tice. Ph.D. diss., The University of the West Indies, St. Augustine, 2000.
xi, 289 p.
This study examined the career paths and management practice of a
group of female secondary school principals from a variety of school
types in Trinidad and Tobago, and the effect of their gender, class, and
race. All principals and vice-principals of secondary schools were sur-
veyed in order to obtain a demographic picture of educational managers
in the country, and 12 women principals were chosen to be interviewed
Educational Administration / 131
using a career history approach. Two additional respondents from a dif-
ferent educational environment were also included to provide greater
insight into the role of context in determining career paths and manage-
ment practice. Results of the data analysis showed that the most common
career path for these women, the majority of whom were married, was
the deferred career. They gave first priority to raising a family, putting
their career aspirations on hold until their children were grown. A few
tried to balance career and family, but only the single women were able to
build a career from the outset. These women brought to the task of man-
agement relational strengths gained from their experience as women,
wives, and daughters. Their practice was informed by an ethic of care,
and an emphasis on collaboration and connectedness.
Locations
SOE Library, UWISA WI RES LB2831.92 T7 M67 2000
Main Livrary, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
220
Morris, Jeanette
Good education management: Women’s experiences. In Pat Drake &
Patricia Owen (eds.), Gender and management issues in education: An interna-
tional perspective (pp. 97–111). Staffordshire, UK: Trentham Books, 1998.
This study investigated “successful” women, that is, those in positions of
senior management in schools, in order to ascertain (1) what routes
women took in their access to management; (2) what motivated them to
seek a management position; and (3) whether they brought a particular
concept of management or specific strategies to the exercise of manage-
ment. Data were collected from a questionnaire to all principals and vice-
principals in secondary schools in Trinidad and Tobago, and through
interviews with seven women secondary heads. The interviews were
recorded, and transcribed and from the individual accounts, patterns of
career development and good management practices were discerned. The
two major ethnic groups in Trinidad and Tobago—Indo-Trinidadian and
Afro-Trinidadian—were included. All the women were successful heads
whose leadership qualities had been realized and encouraged by the
132 / Areas of Research
administrators under whom they began their careers. Family responsibili-
ties had not impeded their career development because they had spouses
or extended family networks that provided support. They were well quali-
fied and were representative of the so-called “intellectual elite.” Their
experiences shed light on the processes that help or hinder women from
access to management.
Location
CERIS Photocopy #93
221
Morris, Jeanette
Managing women: Secondary school principals in Trinidad and Tobago.
Gender and Education, vol. 11, no. 3, Sep. 1999, pp. 343–355.
This article documents the experience of a group of 12 women secondary
school principals managing schools in Trinidad and Tobago. The princi-
pals came from all school types in the educational system—junior secon-
dary, senior comprehensive, composite, 5- and 7-year government, 7-year
assisted, and the sixth form government school. The study explores how
their personal lives are intertwined and how their race, class, and gen-
dered positions impact on their career choice, promotional opportunities,
and management practice.
222
Morris, Jeanette
Women and educational management: A Trinidad and Tobago
perspective. British Educational Research Journal, vol. 19, no. 4, 1993, pp.
343–356.
This study sought to (1) explore some of the factors that facilitated or
militated against women’s access to, and participation in, educational
management and policy making, with specific reference to women’s per-
ceptions and understandings of their experiences; (2) discover from
women who had gained access to, and exercised, leadership how they
viewed the process by which they came to be involved in educational
Educational Administration / 133
management; and (3) elicit from women reasons for the career choices
they made at crucial points, which determined whether or not to become
involved in educational management. In-depth interviews were held with
seven women who were perceived by the society to be successful in their
careers in education—four Afro-Trinidadians and three Indo-
Trinidadians. It was found that women teachers tended to (1) not have
well-defined career plans; (2) defer and modify their career aspirations
due to domestic responsibilities; and (3) prefer the professional technical
aspect of teaching to the administrative/managerial aspect. Women who
were successful in administration tended to have been supported by
sponsors or mentors, especially in male-dominated environments. How-
ever, women did become ambitious later in their careers and actively
sought administrative posts for a variety of reasons, so that the existing
imbalances between male and female administrators were being challenged.
Location
CERIS Photocopy #12
223
Morris, Jeanette
Women in educational administration: Career choices and career paths.
Caribbean Journal of Education, vol. 21, nos. 1–2, Apr/Sep. 1999, pp. 58–74.
This article documents the experience of a group of female secondary school
principals who managed schools in Trinidad and Tobago. It shows that, like
their counterparts in the developed world, their personal and professional
lives are closely intertwined, and that their race, class, and gendered posi-
tions impact on their career choice and promotional opportunities.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
NALIS REF WI 370.509729
NLJ C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
134 / Areas of Research
224
Morris, Jeanette
Women’s participation in educational management: A Trinidad and
Tobago perspective. 31 p.
Paper prepared for the Biennial Cross-Campus Conference on Educa-
tion, 2nd, St. Augustine, Trinidad and Tobago, 22–24 Apr. 1992. Spon-
sored by Faculty of Education, The University of the West Indies, St.
Augustine.
This study used an interactionist perspective to examine the careers of a
small group of women teachers. It used the concept of “subjective
career” to capture the meanings that women administrators gave to the
circumstances that shaped their career decisions at crucial points. The
focus was on successful women—school principals, school supervisors,
directors of educational institutions, and women faculty at the
university—exploring their own interpretations of their career success
and reasons for it. Data were collected through unstructured interviews,
and the discussion uses extracts from the interviews to illustrate the
important themes: (1) career commitment, (2) domestic responsibility, (3)
image of management, (4) sponsors and mentors, and (5) discrimination
on the job.
Location
CERIS 280/204/UWI(2):13
225
The role of women in policy making in education in the Commonwealth Caribbean:
Report of a symposium. 29 p.
Paper prepared for the Symposium on the Role of Women in Policy Mak-
ing in Education in the Commonwealth Caribbean, Barbados, 14–16 Apr.
1992. Sponsored by UNESCO/CARNEID/UWI.
This symposium sought to (1) examine the findings of a study on “The
access of women to planning and decision making in education in ten
Commonwealth Caribbean countries,” prepared for UNESCO by Kath-
leen Drayton and Joyce Cole-Georges; (2) present research and ad hoc
Educational Administration / 135
reports from countries on the extent to which women can influence poli-
cies; (3) analyse the structural and other factors that influence, either by
impeding or facilitating women’s access to educational management and
policy making; and (4) develop an action plan to achieve gender equity at
all levels, and in the management of education.
Location
CGDS, UWICH
226
Rudder, Veronica G.
Women in further and higher educational management: A Barbadian per-
spective. M.A. thesis, University of Nottingham, 2000. vii, 65 p.
227
Taylor, Ewart
Women in school administration: Exclusion and isolation. In Elsa Leo-
Rhynie, Barbara Bailey, & Christine Barrow (eds.), Gender: A Caribbean
multi-disciplinary perspective (pp. 183–198). Kingston, Jamaica: Ian Randle
Publishers in association with The Centre for Gender and Development
Studies, The University of the West Indies and the Commonwealth of
Learning, 1997.
This paper is concerned with the under-representation of women at all
levels of school administration. A review of the international literature
and survey data shows that there was a strong tendency, especially before
the mid-1980s, for women to be under-represented in practical educa-
tional administration and related research publications. The data pre-
sented for Trinidad and Tobago substantiate these trends.
Locations
CERIS Photocopy #101
SOE Library, UWISA WI RES HQ1501 G46 1997
Main Library, UWISA HQ1501 G46 1997
Main Library, UWIM HQ1501 G46 1997
CGDS, UWIM HQ1101/ Pamph. 1329
CGDS, UWISA LEOR
136 / Areas of Research
NALIS WI 305.3 Ge
NLJ 305.3729 Ja general
COB Library KA49 F4 G46 1997
ECLACPOS CDC 14106
WAND (729) 396.1 GE
UVI Libraries HQ1501 G46 1997
Educational Environment
228
Clunie, Enid A.
The nature and extent of sexual harassment in schools: An exploratory
study. M.Ed. thesis, The University of the West Indies, Mona, 1999. viii,
88 p.
This study sought to investigate whether or not the problem of sexual
harassment existed in schools in Jamaica among students and teachers.
Data were collected from a random sample of 360 students, 120 teachers,
and 12 principals from six primary schools and six secondary schools in
rural and urban Jamaica, using questionnaires and interviews. It was
found that (1) sexual harassment was present in primary and secondary
schools, with 42% of students and 28% of teachers (both male and
female) were involved in the activity; (2) sexual harassment was more
prevalent in urban than in rural schools, and secondary school students
experienced 50% more harassment than primary school students; (3) stu-
dents and teachers were harassed more by peers than by other individu-
als, with student/student harassment registering over 80% and
teacher/teacher harassment being 61%; (4) Forty-one per cent (41%) of
the victims did not report their experiences to any one; (5) students and
teachers preferred to confide in their friends; (6) students experienced
anger, embarrassment, fear, and other discomforts that interfered with
their development psychologically, socially, emotionally, and physically;
(7) the facilities for dealing with sexual harassment at school were woe-
fully inadequate; and (8) principals and teachers noted the need for poli-
cies, programmes, and legislation to effectively tackle the problem.
Educational Environment / 137
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
229
Evans, Hyacinth L.
Gender issues in education: Creating girl-friendly schools in the Jamaican
context. 8 p.
Paper prepared for the Symposium on Girls’ Education, Washington,
DC, USA, 17–18 May 2000.
This paper argues that although there are no barriers to equal educational
opportunities in Jamaica, and although the academic achievement of girls
surpasses that of boys at all levels of the educational system, there is nev-
ertheless urgent need to address the quality of the schooling environment
for girls as well as for boys.
Location
Main Library, UWIM Photocopy
230
Evans, Hyacinth L.
Gender socialization in schools and classrooms. 9 p.
Paper prepared for the Interdisciplinary Seminar on Women and Devel-
opment Studies, 1st: Gender, Culture and Caribbean Development,
Mona, Jamaica, 8–19 Jun. 1987. Sponsored by Women and Development
Studies, The University of the West Indies, Mona.
The findings presented in this paper were gleaned from two research
studies that focused on schooling, classrooms, and teaching. Although
the study of gender was not the original intent of either study, gender-
related observations were made during the data analysis. The data are
organized under two headings in the paper: (1) Beliefs and expectations,
and (2) Teacher-student interaction.
138 / Areas of Research
Location
SOE Library, UWISA WI RES LC1441 C27
231
Evans, Hyacinth L.
Streaming and its effects on boys and girls in secondary schools in
Jamaica. Journal of Education and Development in the Caribbean, vol. 3, no. 1,
1999, pp. 45–60.
This paper reports on the results of research on the effects of streaming
on boys and girls in secondary schools in Jamaica. Data were collected
from a sample of 3,714 grades 9 and 11 students (2,158 girls and 1,556
boys) in 40 schools, using a questionnaire. An ethnographic study of eight
of the schools was also carried out, and interviews were conducted with a
sample of students and teachers. Approximately 700 of the students were
interviewed individually and in groups. Academic performance was
assessed on the end-of-term examinations in December 1997 or March
and April 1998. It was found that girls were more represented in high-
stream classes, and boys in low-stream classes. Streaming affected aca-
demic achievement, students’ experiences of school practices such as
being beaten or insulted, and students’ sense of alienation from school.
There were gender differences in all responses, with low-stream boys
most likely to do poorly academically and to experience negative school
practices. However, low-stream girls formed the group most likely to feel
alienated from school. Implications of these results for equal educational
opportunity and equal access to knowledge are discussed.
Locations
CERIS Photocopy #104
SOE Library, UWISA SERIALS
Main Library, UWISA LA475 J68
Main Library, UWIM L11 J68
COB Library Periodical Collection
UVI Libraries LA475 J6
Educational Environment / 139
232
Gender and education: [Draft] report of third disciplinary seminar, 19–24, 1989.
17 p.
Disciplinary Seminar on Women and Development, 3rd: Gender and
Education, Kingston, Jamaica, 19–25 Nov., 1989. Sponsored by Women
and Development Studies and Faculty of Education, The University of
the West Indies, Mona.
Location
Main Library, UWIM HQ1240.5 C72 U54 1989d
233
Morris, Jeanette
Gender equity and schooling in Trinidad and Tobago. In Nasser Musta-
pha & Ronald A. Brunton (eds.), Issues in education in Trinidad and Tobago
(pp. 124–141). St. Augustine, Trinidad: School of Continuing Studies, The
University of the West Indies, 2002.
This chapter identifies some of the issues related to gender equity in edu-
cation in Trinidad and Tobago, such as the participation, retention, and
dropout of male students in the educational system, differential perform-
ance of male and female students at all educational levels, and gender
stereotyping in the curriculum, both formal and hidden. It notes that edu-
cational initiatives to increase gender equity will need to be comple-
mented by changes in societal attitudes about gender roles.
Locations
SOE Library, UWISA WI RES LC189.9 T7 I87 2002
Main Library, UWISA LA505 T74 I88 2002
Main Library, UWIM LA505 T74 I88 2002
Main Library, UWICH LA505 T74 I88 2002
NALIS WI 370.972 983 Is
140 / Areas of Research
234
Payne, Monica Anne
Differential classroom treatment of male and female students: Teacher
and student perspectives. 13 p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–25 Nov. 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
Locations
CGDS, UWIM LB3013/ Pamph. 797
CGDS, UWISA
235
Polydore, Kay M.
A study of some Dominican adolescents’ attitudes to school, with particu-
lar reference to attitudes to men and women teachers. M.A. thesis, Uni-
versity of Leeds, 1975. 125 p.
This study sought to discover Dominican students’ attitudes to men and
women teachers, their preference for teachers of a particular sex, and
their general attitude to school. A questionnaire was used to collect data
from a sample of 400 students from 4 secondary schools in Dominica
(100 from each school). Results of the data analysis showed that (1) there
was no significant relationship between social class, previous school
attended, attitude to certain subjects, age, and attitude to teachers; (2)
there was a significant difference between the attitude to men and women
teachers, with men being rated higher; (3) there was a significant differ-
ence between the single-sex and co-educational schools in their attitude
to men teachers, with students of co-educational schools rating men
teachers higher; (4) in three schools, Form 3 students gave significantly
higher ratings to women than to men teachers; (5) there was no signifi-
Educational Policies / 141
cant difference between the various age groups within schools, but in the
upper forms of all the schools, the mean ratings for women were the low-
est in the schools; (6) boys at the boys’ school gave the lowest ratings to
women teachers on the ability to keep order in the class, and girls at the
girls’ school gave women teachers the highest ratings on the same item;
(7) when students had to express their preference for a particular sex of
teacher, at least 75% of students of each school said it depended on the
teacher; (8) in commenting on the schools, the three matters about which
students were most vocal were punishment, the curriculum, and the
material provision of the schools. They criticized not only teachers but
also principals. They pointed out which teachers were unsuitable for
teaching and felt that they ought to have a say in the hiring of teachers.
Educational Policies
236
Bailey, Barbara
Gender-sensitive policy and practice: The case of Jamaica. Mona, Jamaica: Centre
for Gender and Development Studies, The University of the West Indies,
2003. 48 p. (Prepared for the Education for All—Global Monitoring
Report, International Bureau of Education, Geneva, Switzerland)
This report explores sex stratification in the Jamaican education system
and the overall impact of gender on the educational process. It provides
an overview of the policies governing the education system in Jamaica,
and concludes that a research agenda needs to be elaborated, which will
not only examine the intersection of sex and social class but also race and
ethnicity—all of which constitute hierarchies that determine life chances.
It is hoped that this will result in a better understanding of the combined
effects of these variables on access to schools’ material and non-material
resources, as well as to educational outputs and ultimate social outcomes.
142 / Areas of Research
237
Bailey, Barbara
Women’s education: The Caribbean situation. [34] p.
Paper prepared for the Caribbean Subregional Ministerial Conference in
Preparation for the 7th Session of Regional Conference on the Integra-
tion of Women into the Economic and Social Development of Latin
America and the Caribbean, Georgetown, Guyana, 6–8 Aug., 1997. Spon-
sored by CARICOM; United Nations Development Fund for Women
(UNIFEM); United Nations Economic Commission for Latin America
and the Caribbean.
This paper seeks to assess the situation and status of women’s education
at all levels of the education systems throughout the region, and to iden-
tify gaps between practice and policy by (1) analysing quantitative and
qualitative indicators to establish the position of women vis-à-vis men in
the education system and the educational process; (2) analysing existing
policy statements to determine the extent to which sex differences and
gender issues that emerge from the analyses have been recognized and
addressed in these statements; and (3) recommendations for providing
future directions in policy and action based on the outcome of the policy
analysis.
Locations
CGDS, UWIM LC1401/ Pamph. 1259
CGDS, UWISA BAILEY
WAND (729) 396.36 WO
238
Boyce, Ralph
Women and policy making in education in Barbados. [n.p.].
Paper prepared for the Symposium on the Role of Women in Policy Mak-
ing in Education in the Commonwealth Caribbean, Bridgetown, Barba-
dos, 14–16 Apr., 1992. Sponsored by UNESCO/CARNEID/ UWI.
Educational Policies / 143
239
Coakley, Brenda Yvonne
Labor market experiences of female and male graduates from the Baha-
mas Technical and Vocational Institute: A program in educational policy.
Ph.D. diss., Pennsylvania State University, 1997. 169 p.
This study examined educational policies of the Government of the
Bahamas, as they pertained to ensuring equitable employment and pro-
vided for vocationally oriented education or training to effect that pur-
pose. It focused on the government’s promises to provide fundamental
economic development and the building up of a better-trained, indige-
nous labour force equipped with a more diverse range of skills (than
those limited to the traditional occupations), to meet the needs of socio-
economic stabilization and expansion. The political goals of gender
equity in training and employment were of special interest. The study was
restricted to an examination of the educational and employment patterns
of the 1995–1996 graduates of the Bahamas Technical and Vocational
Institute in the Electronics and Electrical Installation programmes. These
female and male graduates constituted the group of respondents sur-
veyed. Information was gathered using focus group methodology and
from their transcripts. The study showed the students’ entry and prepara-
tion in the Institute for 1995–1996 graduates in Electronics and Electrical
Installation. Their subsequent employment patterns in key higher skill
industries and trades were treated and further analysed for gender differ-
ences. This was joined to a study of the perceived effectiveness of the
training process and the job satisfaction of the sample of subjects selected
for the study. The results of the study were analysed and conclusions
drawn.
240
Evans, Hyacinth L.
Issues in gender and gender equality in the Caribbean. In UNESCO, Gen-
der equality in basic education in Latin America and the Caribbean (state of the art)
(pp. 41–52). Santiago, Chile: UNESCO, 2002.
144 / Areas of Research
This section on the Caribbean is organized in three parts: (1) a general
overview of basic education with special reference to gender issues; (2)
policy responses and trends in the preceding ten years; and (3) suggested
strategies for the realization of gender equality in basic education.
Locations
Main Library, UWIM Photocopy
Internet http://www.unesco.cl/pdf/publicac/igualdad_genero_ingles.pdf
241
Leo-Rhynie, Elsa
Gender analysis in educational policy and practice. Journal of Education and
Development in the Caribbean, vol. 3, no. 1, 1999, pp. 1–17.
This paper presents guidelines for conducting a gender analysis within the
formal education system. It emphasizes the need to reach beyond indica-
tors that can be easily obtained from population census data and to
explore, in depth, the actual process of education, and the differential
consequences of this process for female and male students. It identifies
the key issues/challenges in conducting a gender analysis in education as:
(1) obtaining a clear quantitative picture of gender roles and ratios in vari-
ous levels and areas of the educational system using gender disaggregated
data; (2) identifying possible factors related to gender gaps and inequali-
ties identified, and planning for the elimination of these factors; (3)
assessing the special educational needs—immediate and practical, as well
as long-term and strategic—of girls and boys, women and men, and plan-
ning specifically to meet these needs; and (4) ensuring that women and
men share equitably in the decision making, management, administration,
and delivery of education, and also benefit in terms of access, participa-
tion, and the allocation of resources.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA LA475 J68
Main Library, UWIM L11 J68
UVI Libraries LA475 J6
COB Library Periodical Collection
Educational Policies / 145
242
Mohammed, Patricia
Women and education in Trinidad and Tobago, 1838–1980. M.Sc. thesis,
The University of the West Indies, St. Augustine, 1987. xi, 287 p.
This study attempted to understand the dynamics of female participation
in education and its relation to the workforce in Trinidad and Tobago
over the period 1838–1980. It proposed that development in the
education system, as seen through educational policy, has differentially
affected both genders, and examined the reasons for this differential. It
traced the development of the education system, as affected by the
changing economic and political circumstances of the society, and
appraised the status of the different ethnic groups of women as the social
structure itself developed. It also looked at how education policy was for-
mulated and why changes were introduced, and illustrated how these
changes reflected the concerns of the church and the educationalists in
particular, and the social perception of women’s roles in general. The
study also examined the differential labour force involvement of both
men and women by occupation and industry, analysing closely how their
status in the labour force was determined by educational attainment levels
combined with competing demographic, social, and cultural factors. The
analysis revealed that despite greater equality in educational policy
between 1838 and 1980, and equal access to primary, secondary, and terti-
ary education for both genders, by 1980 there was still evidence of gender
stereotyping with regard to subject choices between boys and girls, and a
persistent sexual division of labour vis-à-vis occupational and industrial
pursuits of men and women. The study revealed the paradoxical nature of
women’s position in education. While policy developments have given
them equal access, their actual educational and occupational choices have
been influenced by other competing social, cultural, and economic fac-
tors, thus delimiting their equal participation in the education system and
predetermining their roles in the economy.
Locations
SOE Library, UWISA WI RES LC1401 T8 M97 W72
Main Library, UWISA UWI Theses Collection
146 / Areas of Research
243
Osoba, Ermina, & Sheppard, Evelyn
Women and policy making in education in Antigua and Barbuda. [n.p.].
Paper prepared for the Symposium on the Role of Women in Policy Mak-
ing in Education in the Commonwealth Caribbean, Bridgetown, Barba-
dos, 14–16 Apr., 1992. Sponsored by UNESCO/CARNEID/ UWI.
244
Walker, Judith-Ann
Education, social change for women and the ministries of education in
Jamaica and Trinidad & Tobago. In Judith-Ann Walker, Development
administration in the Caribbean: Independent Jamaica and Trinidad & Tobago (pp.
149–189). New York: Palgrave Macmillan, 2002.
This case study of the Ministries of Education in Jamaica and Trinidad
and Tobago is based on the assumption that educational attainment is a
route to occupational mobility and women’s occupational mobility is a
good indicator of social change. The first section traces the evolution of
educational policy and the role of the Ministries of Education over the
decades of the 1960s, 1970s, and 1980s. The second section maps the
network of organizations involved in educational policy formulation in
both countries, and assesses the degree to which actual decision-making
power was vested in structures not located at the centre. It also explores
whether differences in educational attainment for women in both coun-
tries were associated with differences in the degree of participation of
women’s interest associations in educational policy formulation. The
third section considers whether differences in the educational attainment
of Indian and African women in Trinidad and Tobago between the 1960s
and 1980s were associated with decentralization of educational policy for-
mulation, beneficiary participation, and bureaucratic politics on the part
of Ministry of Education bureaucrats.
Locations
Main Library, UWISA HC154 W35 2002
Main Library, UWIM HC154 W35 2002
NALIS REF WI 338.97292 Wa
Educational Psychology / 147
Educational Psychology
245
Ali, Romeeda
Gender, power and schooling: A disaffected female student’s perspectives
of secondary school. M.Ed. thesis, The University of the West Indies, St.
Augustine, 2004. iii, [ii], 52, [12] p.
This qualitative case study sought to explore the perspectives on school-
ing of a disaffected female student attending Brighton Senior Compre-
hensive School in Trinidad. It explored the student’s experiences by
examining her habits, beliefs, feelings, concerns, and her interpretations
of what schooling meant for her. The study analysed adolescent develop-
ment, school climate, classroom learning environments, gender relations,
and resistance to authority. It illustrated the role of inequitable power and
gender relations in creating a sense of powerlessness, alienation, and even
resistance to authority in schools, as well as the need for greater pastoral
care and the cultivation of a sense of belonging if loyalty, positive emo-
tions, and participation are to be fostered among the youth of the nation’s
schools.
Location
SOE Library, UWISA WI Collection
246
Anderson-Fye, Eileen Patricia
Never leave yourself: Belizean schoolgirls’ psychological development in
cultural context. Ed.D. diss., Harvard University, 2002. 257 p.
This dissertation is written as a series of freestanding articles. The first
article, “Never Leave Yourself: Ethnography as Mediator of Psychologi-
cal Globalization Among Belizean Schoolgirls,” argues that adolescent
girls’ central ethnopsychology of self-protection is the mediator of the
psychocultural aspects of globalization in their lives. Two of the most
important domains of girls’ experience—abuse and body image—are dis-
cussed in light of this theory. The second article, “Beauty in Belize:
148 / Areas of Research
Pageants as Gendered Identity Rituals and the Negotiation of Cultural
Change,” examines the phenomena of beauty pageants in San Andres. It
argues that the pageants are a key cultural location where identity is nego-
tiated in context of changes wrought by globalization. The third article,
“Schoolgirls’ Experiences of Abuse and Cultural Change in Belize: Impli-
cations for Cross-Cultural Conceptualization of Child Abuse,” examines
the term and concept of “abuse” in relation to child abuse and globaliza-
tion in San Andres. It defines the changing notion of abuse according to
San Andres girls’ experiences and representations, and argues for a more
nuanced cross-cultural definition of abuse that accounts for cultural
change, generational difference, and subcultural norms. The fourth arti-
cle, “Psychocultural Motivation for and Effects of Girls’ Secondary Edu-
cation: A Person-Centered Ethnographic Study in San Andres, Belize,”
examines female secondary schooling in San Andres. It argues that the
boom in girls’ schooling is related to psychological motivations linked to
globalization. Taken together, these articles address key dynamics in girls’
development in San Andres in the context of cultural change related to
globalization.
247
Bastick, Tony
Differences between anti-social adolescent behaviour in single sex
schools and co-educational schools in Jamaica. 10 p.
Paper prepared for the Annual Meeting of the Society for Cross-Cultural
Resesarch, 29th, New Orleans, USA, 22–27 Feb., 2000.
This study compared antisocial behaviour in students attending single-sex
and co-educational schools in Jamaica. Students (N=112) were inter-
viewed to determine the most prevalent school discipline problems. A
sample of 1,193 students from 16 schools was then surveyed to deter-
mine the prevalence of antisocial adolescent behaviour in the school sys-
tem. It was found that most of the antisocial behaviour was associated
significantly more with males, although there were no male/female differ-
ences in absconding, disrespecting teachers, verbal abuse, and bad lan-
guage use. Adolescent boys attending co-educational schools were less
Educational Psychology / 149
antisocial than those attending single-sex schools. It was concluded that
co-educational schools most significantly decreased adolescent males’
antisocial behaviour, and that single-sex schools most significantly
decreased adolescent females’ antisocial behaviour.
248
Bastick, Tony
The measurement of teacher motivation: Cross-cultural and gender com-
parisons. 13 p.
Paper prepared for the Annual Meeting of the Society for Cross-Cultural
Research, 29th, New Orleans, USA, 22–27 Feb., 2000.
This article introduces a new instrument for assessing teacher motivation
and uses it to compare the motivation of male and female student teach-
ers in Jamaica. The results are then compared with the gender-specific
motivation found for teachers in other parts of the world. The instrument
is a three-factor model: extrinsic motivation, intrinsic motivation, and
altruistic motivation. The factor model was tested on 1,444 student teach-
ers in Jamaica. It identified a 51% systematic variation in their responses.
It was then used to compare the motivation of male and female student
teachers and to explore how motivation for teaching was related to age
and teaching experience. The results showed similarities and differences
in the gendered motivation of teachers reported from other countries.
249
Bastick, Tony
Mediation of anti-social adolescent behavior by single-sex and co-
educational schooling. [S.l.: s.n.], 2000. 13 p.
This paper reports on a study comparing antisocial behaviour of adoles-
cent boys and girls in co-educational schools with that of a matching
group in single-sex schools in Jamaica. The study identified the ten most
common types of antisocial adolescent behaviour in Jamaican secondary
schools by means of individual interviews with a random sample of 112
students representing the six different types of secondary schools in
150 / Areas of Research
Jamaica. These data were triangulated through interviews with principals
and teachers. The prevalence of these behaviours was then determined by
surveying a random sample of 1,193 adolescents from 16 representative
co-educational and single-sex schools. The analysis showed that adoles-
cent males exhibited significantly more antisocial behaviours than did
adolescent females. These gender differences were less significant for ver-
bally based antisocial behaviour. Findings indicated that boys in co-
educational schools were less antisocial than boys in single-sex schools.
Adolescent girls in single-sex schools tended to be less antisocial. The
social problems of using co-educational schools to mediate antisocial vio-
lence among adolescent boys are discussed.
250
Hamilton, Marlene A.
Sex differences in the qualitative performance of Jamaican adolescents on
the Circles Test of creativity. Caribbean Journal of Education, vol. 9, no. 2,
Apr. 1982, pp. 124–134.
This paper reports on an exercise conducted with Jamaican adolescents,
in which an attempt was made to probe the qualitative aspects of per-
formance on non-verbal measures of creativity, on a gender basis. The
Circles Test derived from the Minnesota Tests of Creative Thinking was
selected for use in the investigation. The sample consisted of 247 fifth
form students (70 boys and 177 girls) from secondary schools in the par-
ish of St. Andrew, Jamaica. The results suggest that while creativity dem-
onstrated is no different for either sex (at least as far as the simple Circles
Test is concerned) there are undoubtedly strong qualitative variations
present.
Locations
CERIS SERIALS: CJE
SOE Library, UWISA SERIALS
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
NALIS REF WI 370.509729 Ca
NLJ C3514
Educational Psychology / 151
UVI Libraries LA475 C37
COB Library Periodical Collection
251
Jackson, Jennifer V.
An exploratory study of achievement need among girls attending secon-
dary schools in Jamaica. M.A. thesis, The University of the West Indies,
Mona, 1979. 254 p.
This study was designed to investigate achievement need (n-Ach), and
selected factors that might inhibit or enhance this need, in girls attending
three types of secondary schools in Jamaica, namely, the traditional gram-
mar school, the technical high school, and the New Secondary school.
Data were collected from a sample of 165 Grade 11 girls from nine
schools (four urban, five rural). Results of the data analysis suggested
that: (1) girls in a good school environment, who had favourable early
educational experiences, and also those in the “high-status” grammar
schools, would display low n-Ach, while the converse would be true for
girls in low-status schools, who had poor early educational experiences
and an unfavourable school environment; (2) a poor home environment
and low anxiety would result in low n-Ach, even if good study habits were
in evidence, with the corollary also being true, that a good home environ-
ment and high anxiety would result in high n-Ach, even if study habits
were poor; (3) School Type, Anxiety, and Early Education were the best
predictors of n-Ach; (4) girls attending the “low status” institutions were
the most appropriately placed; and (5) New Secondary girls had a signifi-
cantly higher level of n-Ach than either of the other two groups.
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
252
McDonald, Betty
Self assessment skills in males and females. Educational Research Journal, vol.
19, no. 1, 2004, pp. 43–61.
152 / Areas of Research
This study examined how males and females applied self-assessment (SA)
as a learning tool, using a sample of 256 females and 233 males from 10
secondary schools in Barbados. Participants from Form 5 were formally
trained for three terms of one academic year. SA1 measured naturally
occurring SA skills prior to formal training, while SA2 measured SA skills
after formal training. Participants mastered making informed choices in
life, learned and incorporated new ideas, demonstrated self-motivation
and responsibility, established prior learning, and evaluated their own
learning. However, while males tended to use significant others in the SA
process, females appeared to be more autonomous. Females used post-
its, checklists, self-tests, and several memory games, quizzes, and puzzles.
Males thought about their tasks (cognitively and metacognitively) and
showed autonomy about their actions and decision-making differently
from females. Females were more apt to discuss and arrive at mutually
agreeable conclusions than males.
253
McLaren, Ingrid Ann Marie
Sex differences in field independence and cognitive ability among UWI
students. UWILing: Working Papers in Linguistics, No. 2, 1996, pp. 67–73.
This article explores the components of field dependence and independ-
ence of the cognitive styles of Jamaican university students. It shows that
men are more field independent than women and display superior per-
formance in the area of visual ability. The article argues that this outcome
has important implications for education and gender. The importance of
analytical and cognitive skills in both arts and sciences suggests the need
for fostering and developing these skills in all students, particularly
women.
Locations
Main Library, UWISA P1 U95
Main Library, UWIM P1 U84
Educational Psychology / 153
254
McMillan, Veta
Academic motivation of adolescent Jamaican girls in selected single sex
and coeducational schools. M.A. thesis, The University of the West
Indies, Mona, 1981. 94 p.
This study investigated whether girls in selected Jamaican secondary
schools differed in their level of academic achievement motivation
according to their placement in single-sex or co-educational schools,
through an examination of their academic self-concept, their perception
of sex roles, their lifestyle, and their academic achievement motivation. A
battery of four tests was used to gather data from a sample of 91 first-
form students (47 co-ed, 44 single-sex) and 157 fourth-formers (81 co-ed,
76 single-sex) from four schools in both urban and rural areas. Results of
the data analysis revealed significant differences in the academic self-
concepts of students at urban as against rural schools, the latter having a
higher estimate of their abilities. A significant relationship existed
between academic self-concept and academic motivation for the total
sample. A significant inverse relationship between lifestyle and the per-
ception of gender roles also emerged. No significant difference was
found between the academic motivation of first- and fourth-formers, or
between girls attending different types of schools.
Location
Main Library, UWISA UWI Theses Collection
255
Molife, Peter C.
A study of the need for achievement of Jamaican and Guyanese adoles-
cent boys. M.A. thesis, The University of the West Indies, Mona, 1982.
202 p.
This study sought to compare achievement need, along with personal and
national identity in Guyanese and Jamaican secondary school boys. It also
explored whether significant differences existed between Guyanese and
154 / Areas of Research
Jamaican boys on all the selected variables, and investigated the rela-
tionship between these variables in both countries, and their relationship
with type of school, ethnic origin, nationality, socioeconomic status, and
attitude to minorities. Data were obtained from a sample of 400 15+
year-old secondary school boys (200 Guyanese, 200 Jamaican), who were
divided into sub-samples based on type of school and ethnic origin.
Results of the data analysis showed that: (1) the Jamaican New Secondary
school boys displayed the highest level of need for achievement; (2) Guy-
anese boys showed a stronger national identity than Jamaican boys; (3)
boys from the technical high schools and the New Secondary schools in
both countries had a poorer sense of personal identity; (4) East Indians,
on the whole, were poorer in socioeconomic status, but in Guyana, it
appeared that Africans and East Indians occupied parallel employment
niches; and (5) there was a relationship between need for achievement
and identity.
Location
Main Library, UWISA UWI Theses Collection
256
Ottley, Jeanette Myrtle
Some gender related issues in guidance and counselling in schools. [10] p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–25 Nov., 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
This paper deals with four gender issues arising in guidance and counsel-
ling: gender identity in the self-concept, human sexuality, referral for
aggression, and sex of counsellor/sex of student effect.
Locations
CGDS, UWIM LB1027/ Pamph. 2003
CGDS, UWISA
Educational Psychology / 155
257
Oxtoby, R.
The attitudes and aspirations of boys in government secondary schools: A research
report. Bridgetown, Barbados: Ministry of Education, 1974. ii, 34, [12] p.
This report describes the findings from an enquiry carried out in 1973
amongst a sample of Form 3 boys in government secondary schools in
Barbados. It sought to obtain information about their hopes and future
plans.
Location
Main Library, UWICH LB1117 O8 1974 Pamphlet
258
Richardson, Arthur G., & Cuffie, Joan C.
Subject choice, sex-role orientation, and learning style: A study of sixth-
form students in Trinidad and Tobago. In Arthur G. Richardson (ed.),
Caribbean adolescents and youth: Contemporary issues in personality development and
behaviour [n.p.]. New York: Caribbean Diaspora Press, 1999.
Locations
Main Library, UWIM BF724 C37 1999
NALIS REF WI 155.509 729 Ca
COB Library W BF24 C37 1999
UVI Libraries BF724 C37 1999
259
Richardson, Mary F.
Fear of success and gender-role stereotyping. Social and Economic Studies,
vol. 42, nos. 2–3, 1993, pp. 153–174.
This paper presents a qualitative examination of stories displaying “Fear
of Success” (FOS) imagery, written by Jamaican teenagers in response to
cues concerning male and female success. Generally, boys and girls char-
acterized both cues in accordance with commonly held stereotypes,
showing boys as self-directed and independent, while girls achieved their
ends through manipulating others. The stereotypes were more rigid from
156 / Areas of Research
students in single-sex schools (SS), with the boys in particular being very
hostile towards the successful female. Although more girls from mixed
schools (COED) expressed FOS in relation to girls than either SS girls or
COED boys, their responses did not dehumanize their gender. These
data suggest that a COED upbringing might augur well for development
of mutual respect and understanding between the sexes.
Locations
SOE Library, UWISA WI SERIALS
Main Library, UWISA H1 S6
Main Library, UWIM HN244 A1 S6
CGDS, UWIM HD5701/Pamph. 2558
NALIS REF WI 332.097292
ECLACPOS CDC Serial
NLJ S723
COB Library Periodical Collection
UVI Libraries HN244 S6 1993
CGDS, UWISA (RR)
260
Richardson, Mary F.
“Fear of success” and Jamaican adolescents. Social and Economic Studies,
vol. 40, no. 2, Jun. 1991, pp. 63–82.
The objectives of this study were to examine the applicability of the con-
struct “Fear of Success” (FOS) for a sample of Jamaican adolescents, and
to compare the frequency of FOS imagery in responses from boys and
girls to male and female cues inviting the expression of attitudes to suc-
cess. The sampling procedure also allowed for investigation of co-
educational versus single-sex schools, and Grade 11 versus Grade 13 dif-
ferences. In contrast to American results, an examination of FOS, as
expressed by Jamaican adolescents, revealed no significant overall gender
differences in relation to either male or female success. Partitioning sug-
gested that while education within a co-educational environment
appeared to be linked to frequency of FOS imagery for girls, the reverse
was true within the single-sex schools where more boys expressed FOS.
Proportionally more older students expressed FOS than younger. Gener-
Engineering Education / 157
ally, age and type of school seemed more closely linked to FOS than
either individual gender or gender of cue.
Locations
SOE Library, UWISA WI SERIALS
Main Library, UWISA H1 S6
Main Library, UWIM HN244 A1 S6
ECLACPOS CDC Serials
NLJ S723
COB Library Periodical Collection
UVI Libraries HN244 S6 1991
Engineering Education
261
Pile, Stephanie
Male and female staff and students at the Faculty of Engineering, The
University of the West Indies. In Caribbean social structures and the changing
world of men (pp. 47–52). Port of Spain, Trinidad: UNECLAC, 1997.
This paper discusses some perceptions of men and women in the Faculty
of Engineering, The University of the West Indies (UWI), St. Augustine,
as it pertains to staff and students, in the light of changing social struc-
tures. It presents a picture of what transpired in the faculty, traditionally a
male-dominated sphere, over the early years of its existence, and traces
the graduation trends of female graduates. It also discusses some percep-
tions of female members of academic staff with regard to gender issues
and the powerlessness of non-academic staff, particularly males.
Locations
Main Library, UWISA HQ1090.7 C27 1997
CGDS, UWIM JX1977/ Pamph. 575
WAND (729) 396.12 CA
ECLACPOS CDC UN
CERIS 443:7
CGDS, UWISA
158 / Areas of Research
Gender and Development Studies
262
Biervliet, Wim E., & Macpherson-Russell, Phyllis
Report of the evaluation of the interinstitutional cooperation project between the Univer-
sity of the West Indies (UWI) and the Institute of Social Studies (ISS) aimed at teach-
ing and research in Women and Development Studies. The Hague, Netherlands:
Netherlands Organization for International Cooperation and Higher
Education, 1990. 68 p. (Jamaica, SV/UWI/ISS/WDS)
This evaluation concludes that the inter-institutional cooperation project
is a unique and complex experiment of support to a participative project
among women organized in Women and Development study groups try-
ing to raise the level of awareness, and stimulating teaching and research
in women and development, and that it had been successful. The report
presents short-term objectives and follow-up proposals relating to the
extension of inter-institutional cooperation between The University of
the West Indies (UWI) and the Institute of Social Studies (ISS). Recom-
mendations are made for strategies for adequate integration of women
and development studies within UWI’s provisions.
Locations
Main Library, UWIM HQ1181 C27 B53 1990
Main Library, UWISA HQ1181 C27 B53
WAND (729) 396.3 RE
263
Davis, Michelle V.
YOUWE: Gender and development studies at The University of the West
Indies from the perspective of a student. YouWe Quality Assurance Forum,
No. 8, May 2002, pp. 28–29.
This article describes the experiences of a graduate student in gender and
development studies at The University of the West Indies (UWI), Mona.
Gender and Development Studies / 159
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
264
Ellis, Patricia
An introduction to women’s studies. Social Studies Education, No. 18, Feb.
1981, pp. 13–17.
This mini-course on women’s studies is intended for students at the
upper secondary and post-secondary levels. It provides background
information, a rationale, objectives, a course outline, which includes the
topics to be examined, and a list of sources, resource persons and materi-
als, suggestions for short-term course evaluation, and a list of references.
Locations
CERIS SERIALS: SOC. STUD. EDU
SOE Library, UWISA SERIALS
Main Library, UWISA LB1584.5 T8 A1 S678 S9
265
Gender and education: [papers of the] third disciplinary seminar, 19–24, 1989. [S.l.:
s.n.], 1989. [1 v. in various pagings].
Disciplinary Seminar on Women and Development, 3rd: Gender and
Education, Kingston, Jamaica, 19–25 Nov., 1989. Sponsored by Women
and Development Studies and Faculty of Education, The University of
the West Indies, Mona.
Location
Main Library, UWIM HQ1240.5 C72 U54 1989c
266
Leo-Rhynie, Elsa
Gender studies: Interdisciplinary and pedagogical challenges. [n.p.].
160 / Areas of Research
Paper prepared for the Mona Academic Conference, 5th, Mona, Jamaica,
29–31 Aug., 2003. Sponsored by The University of the West Indies,
Mona.
This paper presents the challenges encountered during the period of the
introduction and institutionalization of gender studies at The University
of the West Indies (UWI), and critically analyses the methods used to
address them.
267
Leo-Rhynie, Elsa
Women and development studies: Moving from the periphery. In Patricia
Mohammed (ed.), Gendered realities: Essays in Caribbean feminist thought (pp.
147–163). Mona, Jamaica: UWI Press, 2002.
his essay provides background information on the Women and Devel -
opment Studies programme at The University of the West Indies (UWI),
including its aims and objectives. It records the emergence and growth of
gender studies at the tertiary level, and discusses the possibilities for
empowerment of the sexes.
Locations
SOE Library, UWISA WI RES HQ1501 G463 2002
Main Library, UWISA HQ1501 G463 2002
Main Library, UWIM HQ1501 G468 2002
CGDS, UWIM HQ1501/ Pamph. 2440
WAND 396.11 GE
CGDS, UWISA MOH
UVI Libraries HQ1501 G463 2002
COB Library HT1501 G46 2002
NALIS REF WI 305.309 729 Ge
ECLACPOS CDC 15852
268
Maharaj, Shalini
Gender studies at UWI. YouWe Quality Assurance Forum, No. 8, May 2002,
p. 24.
Gender and Development Studies / 161
This article records the reactions of a second-year undergraduate student
at The University of the West Indies, St. Augustine to the gender studies
courses offered at the campus.
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
269
Massiah, Joycelin
Establishing a programme of women and development studies in the Uni-
versity of the West Indies. Social and Economic Studies, vol. 35, no. 1, Mar.
1986, pp. 151–197.
This paper is an extensive report on the background and progress made
towards setting up a Women and Development Studies Programme at
The University of the West Indies (UWI). It also traces the first UWI
links with women’s studies, and looks at the employment of women aca-
demics at the institution.
Locations
SOE Library, UWISA WI SERIALS
Main Library, UWISA H1 S6
Main Library, UWIM HN244 A1 S6
NLJ S723
COB Library Periodical Collection
270
McKenzie, Hermione
Shifting centres and moving margins: The UWI experience. In Barbara
Bailey & Elsa Leo-Rhynie (ed.), Gender in the 21st century: Caribbean perspec-
tives, visions and possibilities (pp. 397–415). Kingston, Jamaica: Ian Randle
Publishers, 2004.
This essay describes the experience of The University of the West Indies
(UWI) as one that demonstrates the value of the academy, and outlines
162 / Areas of Research
the groundwork done to establish Women and Development Studies
within UWI.
Locations
Main Library, UWISA HQ1501 G4673 2004
Main Library, UWIM HQ1501 G4673 2003
NLJ 305.309729 Ja Gen
271
Reddock, Rhoda
Women’s studies at The University of the West Indies: A decade of femi-
nist education? Women’s Studies Quarterly, vol. 22, nos. 3–4, Fall/Winter
1994, pp. 103–115.
This article describes the introduction and institutionalization of
women’s studies at The University of the West Indies (UWI). It notes
that despite all the efforts, a well-formulated programme related to
national or regional educational policies still needed to be developed.
However, it is concluded that the achievements to date were testimony to
the commitment of a growing number of women and some men within
the UWI system, which had continued against a backdrop of government
financial constraints, cutbacks in contributions to universities, and the
strongly held view that Caribbean women were strong matriarchs who
were not disadvantaged.
Locations
Main Library, UWISA HQ1181 U5 W657
CGDS, UWISA (RR)
272
Thomas, Viola
Development of women studies programmes. St. Michael, Barbados: Women and
Development Unit, The University of the West Indies, 1982. 5 p.
Gender and Development Studies / 163
This paper discusses the objectives and content of a Women’s Studies
Programme in the Caribbean. Some of the issues raised include the need
for male involvement in some aspects of the course, the need for
women’s consciousness at the level of the home and school, and the need
for the programme to be guided by a theoretical framework. Subject areas
to be covered by the course should include parental education, profes-
sionalism at work, small business management, abortion, and financial
and legal discrimination against women. Other questions which needed
to be addressed were the text books to be used and the method of evalu-
ating the course.
Locations
ECLACPOS CDC 6204
WAND 374.2 DE
273
Yusuf-Khalil, Yasmeen
Engendering development needs: ‘Doing’ gender through distance learn-
ing in the English-speaking Caribbean. [n.p.].
Paper prepared for the Pan Commonwealth Forum on Open Learning,
4th, Ocho Rios, Jamaica, 30 Oct.–3 Nov., 2006. Sponsored by Common-
wealth of Learning; Caribbean Consortium.
This paper presents a case study of a distance undergraduate diploma
programme in Gender and Development Studies offered at The Univer-
sity of the West Indies (UWI) to students in the English-speaking Carib-
bean. The programme seeks to develop a cadre of individuals in the
Caribbean who can use gender as a tool of analysis in developing project
proposals, programmes, and policies responsive to the needs of women
and men in their respective countries. The paper identifies challenges
faced, best practices, and invaluable lessons learnt.
164 / Areas of Research
Gender Roles
274
Campbell, Carl C.
Good wives and mothers: A preliminary survey of women and education
in Trinidad 1834–1981. 27 p.
Paper prepared for the Annual Conference of the Association of Carib-
bean Historians, 19th, Martinique, 13–17 Apr., 1987.
This paper surveys the development of education in Trinidad from the
19th century well into the 20th century, and the place of women in that
development. It shows that for much of the time, particularly in the ear-
lier years, the role of women in education reflected the way society
thought of women in general, that is, as good wives and mothers. Women
were employed in primary schools only in very small numbers, and even
then were expected to play the role of surrogate mothers to small children
rather than teachers. Social, legislative, and educational change came dur-
ing the years of the 20th century, albeit slowly, largely due to the efforts
of the rise of secondary schools, and especially the denominational
schools for girls. This paper discusses women in the role of both pupil
and teacher, and particularly the place of East Indian girls in the develop-
ment of education, since this group was hindered not only by societal
norms but cultural differences. By the end of the period under discussion,
women had become firmly entrenched in the education system at both
levels; other types of educational institutions had been established, for
example, vocational and technical, in which women played a part as both
pupil and teacher, and female teachers were enjoying equal pay, training,
and the same opportunities as their male counterparts.
Locations
Main Library, UWISA WI Collection
Main Library, UWIM F1601 C6 1987
Gender Roles / 165
275
Cuffie, Joan C.
Learning styles, sex-role orientation and subject choice of Trinidadian
adolescents. M.A. thesis, The University of the West Indies, Cave Hill,
1991. 187 p.
This study sought to investigate the relationship between learning style,
sex-role orientation, and subject choice among a sample of Trinidadian
adolescents, selected randomly from the sixth forms of six single-sex and
three co-educational secondary schools. Two instruments—one measur-
ing learning style and the other measuring sex-role orientation—were
administered to this sample. Results of the data analysis showed (1) sig-
nificant inter-correlations among the subscales of each of the learning
style and sex-role orientation inventories for the entire sample and the
various sub-samples; (2) significant differences among the type of school
sub-samples on the variables, Meaning Orientation, Operation Learning
Style, Masculinity and Femininity; there were no significant differences
among the subject choice sub-samples; (3) significant differences for the
sex-role orientation sub-samples on all the variables except Reproducing
Orientation; (4) significant sex differences on Meaning Orientation,
Operation Learning Style, Masculinity and Femininity in favour of the
females; and (5) sex differences in Subject Choice—more boys than girls
chose the sciences and social sciences; more girls than boys chose the arts
and mixed subjects.
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
Main Library, UWICH
276
Ellis, Patricia
Education and women’s place in Caribbean society. In Patricia Ellis (ed.),
Women of the Caribbean (pp. 91–100). London: Zed Books, 1986.
166 / Areas of Research
This article argues that women are taught their “place” through socializa-
tion at home and at school, and that education has been a major factor in
defining their status and the roles they play in Caribbean society. It exam-
ines women’s participation in education, the relationship between educa-
tion and mobility and status, and women in the formal education system
and in adult nonformal education programmes.
Locations
Main Library, UWISA HQ1501 W66 1986
Main Library, UWIM HQ1525.4 W66
COB Library W HQ1870.9 W65 1986
NALIS REF WI 305.409729
UVI Libraries HQ1501 W66 1986
277
Gowrie, George
Teacher attitudes and gender-role stereotyping: A pilot study. In George
Gowrie, Current issues in sociology and education (pp. 101–107). Curepe, Trini-
dad: DCT Publishers, 1993.
This chapter reports on a pilot study of the perceived changes in gender
role attitudes of primary teachers in Trinidad and Tobago over the pre-
vious two decades. The gender role attitudes of a small sample of 24 final-
year student teachers of Valsayn Teachers’ College were compared with a
corresponding sample of experienced primary school teachers who were
trained between 1975 and 1980. The results suggested that both groups
of teachers appeared to be egalitarian in most of the items in three
domains-social, professional, and educational.
Locations
SOE Library, UWISA WI RES HM66 G6 1993
Main Library, UWISA LC191.8 T7 G69 1993
Main Library, UWIM LC191.8 T7 G69 1993
Main Library, UWICH LC191.8 T7 G69 1993
NALIS REF WI 370.190972983 Go
Gender Roles / 167
278
Hamilton, Marlene A.
The attitudes of older Jamaican adolescents to “women in science”. Jour-
nal of Education in Science for Trinidad and Tobago, vol. 11, no. 3, May 1984,
pp. 9–16.
A 35-item “Attitude to Women in Science” scale was developed along
dimensions of gender roles, vocational concern, personality/tempera-
ment, educational considerations, and cognitive concerns. This was
administered to a sample of 88 girls (58 from a single-sex, 30 from a co-
educational school) and 93 boys (60 from a single-sex, 33 from a co-
educational school). Girls scored significantly higher on the scale than
boys; the girls from single-sex schools registering a more favourable atti-
tude than the rest of the sample. Means for both sexes in the co-
educational institution were almost identical. Schools had been matched
for prestige, size, quality of staff, physical plant, and range of academic
offerings.
Locations
CERIS SERIALS: JESTT
SOE Library, UWISA SERIALS
Main Library, UWISA Q181 A1 J58 J8
NALIS
279
Hamilton, Marlene A., & Leo-Rhynie, Elsa
Sex roles and secondary education in Jamaica. In Sandra Acker, J.
Megany, S. Nisbet, & E. Hoyte (eds.), World yearbook of education, 1984:
Women and education (pp. 123–138). London: Kogan Page, 1984.
A brief outline of the structure of Jamaica’s educational system set the
stage for a discussion of sex role differences at the secondary level of
schooling. These were identified mainly through a review of local
research carried out during the decade 1974–1984. Differential access to
secondary schooling, the part played by the school in the socialization
process, and the outcomes of this socialization in terms of cognitive abili-
ties, personality characteristics, and academic attainment were examined
168 / Areas of Research
and discussed to reveal the implications for sex role development.
Despite certain similarities between the sexes, especially in important
areas such as motivation and achievement, the differences identified sug-
gested that the active, independent male and passive, dependent female
stereotypes still persisted.
Locations
SOE Library, UWISA L101 W67 Y43 1984
Main Library, UWIM LC1405 W67 1984
UVI Libraries LC1421 W65
280
James-Henry, Claudeth E.
Factors influencing students’ views towards sex-role stereotyping in
occupational choice. M.Ed. thesis, The University of the West Indies,
Mona, 1984. 170 p.
This study was designed to investigate the views of students in technical
education towards sex-role stereotyping in occupational selection. The
relationship between variables tapping personal and environmental fac-
tors and the criterion was investigated using a traditional to modern scale.
Variables were conceptualized in four groups—home, school, society,
and personal. Data were collected through a questionnaire administered
to a sample of 129 students (38 boys, 91 girls) of St. Andrew Technical
High School, Jamaica. Results of the data analysis revealed significant
relationships between the independent variables and students’ views on
sex-role stereotyping in occupational selection. It was concluded that (1)
the home and the school are the greatest environmental predictors of
views on sex-role stereotyping in occupational selection; (2) in the school,
relationships between the variables were stronger for the girls; while in
the home, the boys had the stronger relationships; (3) teacher behaviour
was seen as the most significant predictor of students’ views on sex-role
stereotyping in occupational selection, this effect being more so directed
towards the females; and (4) the girls were also seen as being more mod-
ern in their views.
Gender Roles / 169
Location
Main Library, UWISA UWI Theses Collection
281
Kilpatrick, Andrea Rose
Sex role socialisation in Jamaican high school girls: A case study. M.Sc.
thesis, University of Oxford, 1994. v, 110 p.
This study is based on theories of sex role socialization, and seeks to
examine the significant discrepancy between high female achievement in
school and relatively low achievement in the workplace in Jamaica. It
sought to determine Jamaican Grade 11 girls’ perception of (a) certain of
their own personality characteristics, (b) the school’s role in developing
these characteristics, and (c) the value of these characteristics in occupa-
tional success. The specific characteristics considered were traditionally
male “leadership characteristics,” namely, assertiveness, self-confidence,
outspokenness, competitiveness, risk-taking ability, and ambition. Data
were collected from a class of 25 Grade 11 females at a prestigious
government-assisted, single-sex secondary school in Kingston, Jamaica,
through the administration of two written exercises and semi-structured
interviews. The results were analysed through the development of a
detailed case study of the girls as a class, revealing the major themes of
the girls’ reactions to the study’s concepts. It was found that most of the
girls considered themselves ambitious, assertive, and independent, and
regarded these characteristics as positive. Their responses were mixed as
to whether they considered themselves competitive or outspoken, and
most of them felt that they were neither self-confident nor risk-takers.
While a few of the girls felt very strongly that their school had no influ-
ence on the development of their personality characteristics, most of the
girls felt that their school, through its teachers, administrators, and other
students, had either helped or hindered the development of certain char-
acteristics such as outspokenness, self-confidence, and ambition. Most
girls recognized the occupational benefits of the characteristics under
study, although many girls felt that risk-taking would not necessarily be a
valuable asset.
170 / Areas of Research
282
Leo-Rhynie, Elsa, & Hamilton, Marlene A.
Sex role stereotyping and education—the Jamaican perspective. Interchange
on Educational Policy, vol. 10, no. 2, 1979–80, pp. 46–56.
This paper examines whether the Jamaican woman is still a symbol of
“conspicuous consumption,” restrained by Westernized sex-role stereo-
typing, which limits her to child-rearing and certain lower-order voca-
tions. It questions whether she is assured of such things as adequate
educational opportunities, accessibility to rewards for efforts, and an
environment that provides incentives to even greater efforts.
Location
SOE Library, UWISA SERIALS
283
Leo-Rhynie, Elsa, & Pencle, Carmen V.
Gender stereotypes: Perceptions and awareness of a sample of Jamaican
adolescents. In Patricia Mohammed (ed.), Gendered realities: Essays in Carib-
bean feminist thought (pp. 201–218). Mona, Jamaica: UWI Press, 2002.
The research reported on in this paper sought to determine the extent to
which students: (1) observed the sexual division of labour in their homes;
(2) perceived occupations in terms of gender suitability; (3) perceived
women’s roles in the year 2000 in traditional gender stereotypical terms;
(4) accepted traditional sex role stereotypes; and (5) differed in their
responses according to sex, stage of schooling, and school type. The sam-
ple consisted of 240 students (Forms 2, 4, and 6) drawn from three sec-
ondary high schools in Kingston, Jamaica—one single-sex girls’ school,
one single-sex boys’ school, and a co-educational school. The results
showed that male/female differences in perceptions all pointed to more
traditional views being held by male than female students. However,
these views were modified somewhat by the level of schooling of the
respondents and the gender composition of the school population.
Younger students expressed significantly more traditional views than
their older schoolmates. Boys in co-educational schools were more
Gender Roles / 171
progressive in their views than those from single-sex schools but, gener-
ally, male expectations of domestic and occupational roles remained tra-
ditional. It was concluded that the gender gap, which is evident in this
study, must be addressed in order to reduce the potential for male/female
misunderstanding and conflict in the society.
Locations
SOE Library, UWISA WI RES HQ1501 G463 2002
Main Library, UWISA HQ1501 G463 2002
Main Library, UWIM HQ1501 G468 2002
CGDS, UWIM HQ1501/ Pamph. 2440
WAND 396.11 GE
CGDS, UWISA MOH
UVI Libraries HQ1501 G463 2002
COB Library HT1501 G46 2002
NALIS REF WI 305.309 729 Ge
NLJ 305.309729 Ja general
ECLACPOS CDC 15852
284
Morris, Jeanette
An investigation into the processes associated with the reproduction of
gender inequality in the secondary school: A case study. M.A.(Ed). thesis,
The University of the West Indies, St. Augustine, 1990. vii, 156 p.
This study investigated gender stereotyping in a co-educational school,
seen particularly in the gender differentiation in subject choice, leading to
different career paths for male and female students. It sought to explore
the extent of gender stereotyping present in the school, the factors associ-
ated with the reproduction of gender stereotyping, and the effects on stu-
dents’ aspirations and school experiences. The study also explored
students’ own perceptions of gender stereotyping, their responses to it,
and whether these varied according to race or class as well as gender. The
findings showed that gender stereotyping existed within the school and
that a variety of factors was involved. Students made stereotypical cur-
riculum choices out of a desire to conform to accepted norms of gender
appropriate behaviour, both in the family and the peer group, as well as in
accordance with their personal future role. Very few students successfully
172 / Areas of Research
challenged the gender divisions within the school, and when this did
occur, such a student was likely to be a girl.
Locations
SOE Library, UWISA WI RES LC212.83 T7 M67 1990
Main Library, UWISA UWI Theses Collection
285
Payne, Monica Anne, & Furnham, Adrian
Sex role ideology in the Caribbean: Teachers’ views in Barbados and St.
Lucia. Journal of Psychology in Africa; South of the Sahara, the Caribbean, and
Afro-Latin America, vol. 1, no. 4, 1991, pp. 72–84.
In this study, 120 male and 131 female teachers in Barbados and St. Lucia
completed the Sex-Role Ideology Scale. As predicted, females were more
feminist in their views than males, and Barbadians more feminist than St.
Lucians. The great majority of teachers, nevertheless, expressed fairly tra-
ditional ideologies, although views concerning occupational equality were
more liberal than those relating to other areas of adult male-female rela-
tionships. However, factor analytic examination indicated that responses
to some items on the scale had been influenced by financial and other
considerations as well as, or instead of, sex role beliefs per se.
286
Pencle, Carmen V.
Students’ perception of women’s roles now and in the future. M.A. thesis,
The University of the West Indies, Mona, 1993. x, 216 p.
This study investigated the extent to which selected personal, school, and
home variables contributed to students’ perception of women’s domestic
and occupational roles in 1986 and in the year 2000. It also sought to
determine the relationship between these perceptions and the students’
self-esteem, choice of vocation, parents’ education and occupation, fear
of success, students’ locus of control, and the concept of sex role differ-
entiation. Questionnaires were used to collect data from a sample of 240
Forms 2, 4, and 6 students from two schools (one single-sex girls’, one
Gender Roles / 173
single-sex boys’, one co-educational) in the Corporate Area of Kingston
and St. Andrew, Jamaica. Results of the data analysis revealed that: (1) Sex
Role Differentiation was the best predictor of women’s roles in the
Domestic Sphere for both 1986 and 2000, while Occupational Roles was
the best predictor for the Occupational Sphere; (2) for girls in the coed
schools, Sex Role Differentiation was the best predictor of women’s roles
in the Domestic Sphere in both time periods, while Occupational Roles
was the best predictor for the Occupational Sphere; (3) Form 2 students
had strong views on Occupational Roles but Form 4 and Form 6 students
were influenced more by Sex Role Differentiation; and (4) perceptions of
women’s roles for both time periods were influenced by Sex Role Differ-
entiation for the coed girls sample, and by Fear of Success for the single-
sex girls.
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Thesis Collection
287
Potter, Herbert E.
Program choice and sex-role orientation: A study of fourth form students
in the British Virgin Islands. M.A. thesis, University of the Virgin Islands,
St. Thomas, 2003. vii, 81 p.
This study compares the traditional senior programme choices of stu-
dents at the British Virgin Islands High School in 1984 with those in
2002. It also investigates whether the sex role orientations of the 2002
students had any influence on the choices made.
288
Richardson, Arthur G.
Sex-role orientation: Differences among students and teachers. Social
Behavior and Personality, vol. 16, no. 2, 1988, pp. 165–168.
The Bem Sex Role Inventory was administered to 408 secondary school
students and 393 teachers, randomly selected from seven Caribbean
174 / Areas of Research
states. This article analyses indicated marked differentiation of males
(both teachers and students) and females (both teachers and students) in
sex-role orientation. Students were more rigidly sex-typed than were
teachers.
289
Russell, Karen Carpenter
Gender stereotypes in Jamaican pre-school children (towards person-
hood). M.A.(Ed.) thesis, The University of the West Indies, Mona, 1998.
[ix], 168 p.
Location
Main Library, UWIM Theses Collection
290
Salter, Veronica Anne
Career choice in female Jamaican secondary students. Ph.D. diss., The
University of the West Indies, Mona, 1996. x, 185, [xv] p.
This study examined the various factors, both psychological and situa-
tional, which were operational in the selection of a particular career by
female secondary school students in Jamaica, with particular emphasis on
careers that were thought to be non-traditional for females. Question-
naires were used to collect data from 380 female Grade 11 students,
attending three different school types—high school, New Secondary
school, and technical high school—in Kingston, Jamaica. Results of the
data analysis showed that females who chose non-traditional careers
were, for the most part, from the middle socioeconomic strata. They
attended single-sex high schools, came from nuclear families, and had
received support from their parents in their career choice. They were less
authoritarian and held more egalitarian views on sexual equality than their
counterparts who chose the more traditional female careers. The tradi-
tional career choosers, despite being concentrated in co-educational
schools, where there might have been greater scope for taking non-
Gender Roles / 175
traditional courses, chose careers that reflected female orientations, such
as service occupations—nursing, secretarial—or an androgynous career,
which was again more service inclined, such as medicine or law.
Location
Main Library, UWISA UWI Theses Collection
291
Salter, Veronica Anne
Factors affecting female’s choice of non traditional careers in Jamaica. 17 p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–24 Nov., 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
292
Senior, Olive
Education & gender-role stereotyping. In Olive Senior, Working miracles:
Women’s lives in the English-speaking Caribbean (pp. 44–64). London: J. Cur-
rey, 1991.
This chapter sought to examine (1) the educational system itself; the his-
torical legacy that has shaped Caribbean education, including the ideology
of female education, as well as some social and cultural factors that inhibit
or advance access to education and progress in school, especially as these
relate to women; (2) attainment and performance of Caribbean women in
the school system and their occupational choices; and (3) the role that
female socialization and gender-role learning might play in influencing
women’s educational performance and occupational choices.
Locations
Main Library, UWISA HQ1501 S46 1991
Main Library, UWIM HQ1501 S46 1991
NALIS REF WI 305.409729 Se
176 / Areas of Research
NLJ 305.4209729 Ja Seb, DDC 20
UVI Libraries HQ1501 S46 1991
293
Wilkins, Julia, & Gamble, Robert J.
An examination of gender differences among teachers in Jamaican
schools. Multicultural Education, vol. 7, no. 4, Summer 2000, pp. 18–20.
This study examined the absence of male teachers in primary schools in
Jamaica. Principals and teachers in six schools in the parish of St. James in
Montego Bay were interviewed. The findings indicated that Jamaican
men perceived teaching young children to be a woman’s job. It is sur-
mised that this could be because gender roles in Jamaican society have
remained very much steeped in tradition due to the absence of organized
women’s movements. The article concludes that unless there are some
drastic changes in the social structure of the country, it is unlikely that
more men will enter primary teaching in Jamaica.
Higher Education
294
Austin, Claudette Collette
The impact of women in management in higher education on women
undergraduates at the University of Guyana. McGill Journal of Education,
vol. 38, no. 3, Fall 2003, pp. 479–481.
Using data obtained from female lecturers, administrators, and students,
this article examined the status of female managers and female students at
the University of Guyana (UG). The findings highlight the fact that males
predominate in academic positions at all levels, despite the fact that
females comprise a majority of student enrolments.
Locations
SOE Library, UWISA SERIALS
Main Library, UWIM L11 M32
Higher Education / 177
295
Bailey, Barbara
The feminization of tertiary education. YouWe Quality Assurance Forum,
No. 8, May 2002, pp. 3–5.
This article discusses the patterns of female participation in higher educa-
tion, against the backdrop of the increasing number of female graduates
at The University of the West Indies (UWI). It poses questions related to
the global shift to higher female participation at the tertiary level, and
implications of the under-participation of females in the physical sci-
ences, technology, and engineering.
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
296
Carty, Linda E.
Gender relations at UWI and beyond: The more things change, the more
they remain the same. YouWe Quality Assurance Forum, No. 8, May 2002,
pp. 8–10.
This article examines the role of women in the administration of The
University of the West Indies (UWI), within the context of a society that
has historically placed women in a subordinate position. It argues that
UWI remains a bastion of male power despite the fact that over 60% of
the enrolment and graduates of UWI are women. It concludes that as the
largest, and leading, academic institution in the region, UWI needs to take
a leadership role in challenging the patterns of development that have his-
torically been detrimental to the progress of women. It recommends a
transformation in the area of gender relations to bring the institution into
the future. This transformation should be accompanied by a transforma-
tion in its ruling structure.
178 / Areas of Research
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
297
Carty, Linda E.
The political economy of gender inequality at The University of the West
Indies. Ph.D. diss., University of Toronto, 1988. [vii], 294 p.
This study sought to explore the workings of The University of the West
Indies (UWI) in order to determine where women were located as aca-
demics, administrators, and support staff, and how they survived within
the system. It analysed the way in which female academic and support
staff perceived their role in the university, and their relationship to the
administrative hierarchy of the institution. It was argued that women at
UWI were subordinated to men by the system of capitalist patriarchy that
fostered the reproduction of gender inequality in the wider society. Data
were collected through interviews with 100 members of the staff of the
three campuses of UWI, including 60 female members of the academic
staff (46 teaching and research, and 14 administrators), 25 female support
staff, and 15 senior academic and administrative males. Since UWI was
founded in 1948, women had had a very minimal role, either as faculty or
administrators although as students their numbers had increased dramati-
cally. The reproduction of gender inequality at the university manifested
itself in fewer women being found as instructors in the historically male
dominated fields of Natural Science, Medicine, Engineering, and Law,
while their largest concentration was in the traditional “women’s fields”
of Education, and Arts and General Studies. Even though women had
begun to catch up with or surpass men as students in some of the tradi-
tionally male-dominated fields, particularly Medicine and Law, their
potential for equality in the control and influence of these fields contin-
ued to be thwarted by the patriarchal forces that securely maintained the
power base of the male ruling elite. In order to demonstrate the real
workings of the patriarchy at UWI, an analysis was made of the attempt
Higher Education / 179
by the University Women’s Studies Group to introduce women’s studies
to the university’s curricula, and the response of the administrators and
some senior male faculty to this endeavour. Finally, the relationship
between the academic and support staff women at UWI was explored to
determine how they perceived their subordination as women, and an
attempt was made to extrapolate whether this relationship, which was
structured by class nuances, could suggest any prospects for the women’s
movement in the Caribbean.
Location
Main Library, UWISA HD6060 C37 1988
298
Chipman-Johnson, Rhonda, & Vanderpool, Joan
Gender participation in higher education within the anglophone Carib-
bean. Caracas, Venezuela: International Institute for Higher Education in
Latin America and the Caribbean, 2005. 48 p. (Higher Education in the
Caribbean; 5)
Location
Internet
http://www.iesalc.unesco.org.ve/programas/GENERO/Resumenes/Informe
%20Genero%20-%20Caribe%20-%20Resumen.pdf
299
Figueroa, Mark
Thinking about gender at UWI. YouWe Quality Assurance Forum, No. 8,
No. 8, May 2002, pp. 16–17.
This article raises several questions about the issue of gender at The Uni-
versity of the West Indies (UWI) (1) What are the main gender imbal-
ances at UWI? (2) Why are only the ones that impact on males being
highlighted? and (3) Why do the fundamental gender stereotypes persist
despite significant progress by women? It is suggested that considerable
research needs to be undertaken to produce a complete analysis of the
total gender picture at UWI and to design appropriate national policies.
180 / Areas of Research
With respect to UWI, internal and external factors need to be examined,
including the issue of institutional culture.
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
300
Gordon-Stair, Angela
Mature women in higher education: Exploring conflicts and stresses. Ph.D. diss.,
The University of the West Indies, Mona, 2000. viii, 187 p.
This study examined the impact on the lives of mature women of their
participation in full-time undergraduate degree programmes at The Uni-
versity of the West Indies (UWI), Mona. Factors explored included the
women’s stated motives for entering the university, differences in the
motives based on specific demographic and biographic characteristics,
the impact of this experience on their multiple gender roles, the personal
and/or institutional challenges faced, and the coping mechanisms they
employed in order to persist with their programmes of study. Data were
collected from 67 women aged 30 years and older through questionnaires
and from 16 of them through in-depth interviews. Results showed that
most of the women had career-related motives for entering the university.
All the women experienced, in varying degrees, the conflicts and the
resulting guilt with anxiety and/or depression as they attempted to meet
the varying role expectations. Their perception of the impact of their stu-
dent role on their relationships with their partner and their children var-
ied. Disruption in the areas of both their reproductive and productive
roles was the main personal barrier the women faced, while institutional
barriers were of two types: those related to their academic life and those
of a service nature. Means and mechanisms employed by the women in
order to persist in their academic programmes included seeking help at
various levels both within and outside the family, including paid help, reli-
ance on their religious faith, and support from other students with whom
they studied. Compartmentalization of their lives, denial, and rationaliza-
tion were among the coping mechanisms used.
Higher Education / 181
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
301
Hamilton, Marlene A.
UWI—A progressive university for women? Caribbean Quarterly, vol. 47,
nos. 2–3, Jun–Sep. 2001, pp. 58–82. (Also published in Working Paper
Series (Cave Hill); No. 2 under the title: Women and higher education in
the Commonwealth Caribbean: UWI: A progressive institution for
women?)
This article queries some of the broad-based statements arising from
heated debates on gender issues in education, which included talk of male
marginalization and underachievement, and concern that women were
outnumbering men in tertiary-level institutions, using The University of
the West Indies (UWI) as a case study. It shows that despite growing
numbers of women at UWI, their numbers are not reflected in senior
positions at the institution. The article suggests that women academics
are able to empower female students in the university, whose own notion
of identity and autonomy are partly framed in response to this. It is there-
fore argued that the visibility of women scholars and administrators at
UWI is of paramount importance.
Locations
Main Library, UWISA F1601 C4
Main Library, UWIM F1601 C37
NALIS REF WI 972.9005 Ca
COB Library Periodical Collection
CGDS, UWIM
CGDS, UWISA
302
Hamilton, Marlene A.
Women and higher education in the Commonwealth Caribbean: UWI: A progressive
institution for women? Cave Hill, Barbados: Centre for Gender and
182 / Areas of Research
Development Studies, The University of the West Indies, 1999. [ii], 39 p.
(Working Paper Series (Cave Hill); No. 2)
This paper considers the question of women’s access to The University
of the West Indies (UWI) as students, and as academic and/or adminis-
trative staff over the first 50 years of the institution’s existence, and
attempts to gauge the impact that women have had, or are having, par-
ticularly within the university setting. It presents data on total enrolment
patterns, distribution of the top academic awards, and subject orientation,
in order to provide a contextual setting.
Locations
SOE Library, UWISA WI RES LB2332.34 C27 H36 1999
Main Library, UWISA LC1567 H35 1999
UVI Libraries LB2332.3 H36 1999
303
Hamilton, Marlene A., & Leo-Rhynie, Elsa
Women in higher education: A Caribbean perspective. In Dennis R. Craig
(ed.), Education in the West Indies: Development and perspectives 1948–1988 (pp.
75–87). Mona, Jamaica: Institute of Social and Economic Research, The
University of the West Indies, 1996.
This study sought to examine access patterns and graduation rates of Car-
ibbean women pursuing undergraduate degrees at The University of the
West Indies (UWI), and to explore variations in academic staffing at
UWI, by gender, during the period 1948/49 to 1985/86. An attempt is
made to suggest reasons/causes for any marked trends over the period
under review, which can be attributed to gender.
Locations
SOE Library, UWISA WI RES LA476 E373 1996
Main Library, UWISA LA476 E386 1996
Main Library, UWIM LA476 E386 1996
Main Library, UWICH LA476 E386 1996
NLJ 370.1 Ja Edu
COB Library LA476 E48 1996
UVI Libraries LA476 E373 1996
Higher Education / 183
304
Hosein, Gabrielle
The “It Takes Two” Revolutionary School: A case study in peer education
in gender studies. YouWe Quality Assurance Forum, No. 8, May 2002, pp.
25–26.
This article reports on a project undertaken by a core group of young
female students at the St. Augustine Campus of The University of the
West Indies (UWI) to challenge the lack of gender analyses in teaching
across the university by presenting an “alternative curriculum.” They cre-
ated the “It Takes Two” Revolutionary School, which presented three
participatory classes that made gender analysis central to the topics
taught.
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
305
Johnson, Rosemarie A., & Gordon-Stair, Angela
Experiences of mature women in higher education: Implications for prac-
tice and policy. In Monica M. Brown & Clement T. Lambert, (eds.), Trans-
forming the educational landscape through curriculum change (pp. 188–202). Mona,
Jamaica: Institute of Education, The University of the West Indies, 2002.
This essay examines the perceptions mature women attending the Mona
Campus of The University of the West Indies (UWI) have of the institu-
tion. Additionally, it examines the implications of these perceptions for
policies and programming given this growing segment of the population.
Data were gathered from 67 women attending the Mona Campus
through a questionnaire. The findings showed that mature women faced
a number of problems relating to their academic life and a number relat-
ing to the quality of service received. It was concluded that given the
stress the mature women face in their attempts to cope with full-time
undergraduate programmes, UWI, as the regional university, should
recognize the importance of flexibility and examine its policy of
184 / Areas of Research
programme offerings and delivery, if it is to meet the goal of student-
centredness.
Location
Main Library, UWIM LB1564 J36 T72 2004
306
Perry, Anthony M.
Gender gap at UWI: A widening chasm? YouWe Quality Assurance Forum,
No. 8, 2002, p. 7.
This article argues that there is no indication that men will enter univer-
sity in any large numbers in the near future—certainly not in numbers
that would significantly narrow the gender gap.
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
307
Rogers, Sonja-Gai Mercedes
Inhibiting and enabling factors to male participation in tertiary education
in Jamaica. M.Sc. thesis, The University of the West Indies, Mona, 2001.
vi, 82 p.
This study examines the issues that were identified in the literature as
contributing to the problem of declining male participation in tertiary
education: curriculum, pedagogy, masculine school culture, peer group
influence, home socialization, financial constraints, and social class. Data
were collected through a questionnaire, focus group discussions, inter-
views, and observations. The sample consisted of Form 5 male students
from two school types in St. Andrew, Jamaica. The findings indicated that
all these factors could in fact influence a boy’s decision to participate in
tertiary education.
Higher Education / 185
Location
CGDS, UWIM Thesis
308
Wedderburn, Judith; Small, Karen; & Nicholson, Hilary
Gender issues in media and communication courses. YouWe Quality Assur-
ance Forum, No. 8, May 2002, pp. 27, 29.
This article examines some of the factors hampering efforts to incorpo-
rate analysis of women and gender relations into traditional areas of
media and communication study at The University of the West Indies
(UWI).
Locations
CERIS SERIALS: YOUWE QUALITY
Main Library, UWISA LB2331.65 C3 Y68
Main Library, UWIM LE15 M73 Y682
309
Williams, Gwendoline
Women managers in higher education: A Caribbean perspective. In
Women managers in higher education: Summary report of the ACU-CHESS Steer-
ing Committee Meeting, London 25–27 May 1993 [n.p.]. London: Common-
wealth Secretariat, 1994.
This is one of the five background papers included in Appendix C of the
report of the Steering Committee Meeting of the Association of Com-
monwealth Universities—Commonwealth Higher Education Support
Scheme (ACU-CHESS). It identifies (a) specific gender-based training
needs in the Caribbean, (b) priority areas for action, and (c) the need for
collaborative links with voluntary and professional associations in order
to overcome funding constraints.
186 / Areas of Research
310
Williams, Gwendoline, & Harvey, Claudia
Staff development and gender equity in the Commonwealth Caribbean
universities: The experience of the University of the West Indies. In Hena
Mukherjee & Mary-Louise Kearney (eds.), Women in higher education manage-
ment (pp. 187–202). Paris: UNESCO, 1993.
This paper briefly describes some of the developments that took place as
a result of the efforts made by The University of the West Indies (UWI)
to promote the career advancement of women academics and administra-
tors. Particular attention is paid to one of the major staff development
exercises that took place in mid-1990—the regional workshop on
Women Managers in Higher Education—which went some way to con-
solidating the policy and programme initiatives that were in train. The
paper describes the context in which the workshop was planned, its
objectives, and the perceived outcomes. It also comments on the contri-
bution that staff development can make to promoting a gender-based
approach to career development and general human resource manage-
ment in Caribbean universities.
Location
Main Library, UWISA LB2341 W66 1993
Language and Literature Education
311
Bryan, Beverley A.
Gender, literacy and language learning in Jamaica: Considerations from
the literature. Caribbean Journal of Education, vol. 24, no. 1, 2002, pp. 23–40.
Locations
Main Library, UWIM L11 C4
NALIS REF WI 370.509729
NLJ C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
Mathematics, Science, and Technology / 187
312
Savory Fido, Elaine
Where do we go from here?: Literature in English and the women’s stud-
ies programme at UWI. In Patricia Mohammed & Catherine Shepherd
(eds.), Gender in Caribbean development: Papers presented at the Inaugural Seminar
of the University of the West Indies, Women and Development Studies Project (pp.
314–323). Mona, Jamaica: Women and Development Studies Project, The
University of the West Indies., 1986. (2nd edition published in 1999 by
Canoe Press, with a new foreword by Elsa Leo-Rhynie. Original foreword
by Lucille Mathurin Mair)
This chapter summarizes the history of gender-focused literary criticism
in the Caribbean region, and suggests some areas that the programme
needs to address.
Locations
SOE Library, UWISA WI RES HQ1240.5 C27 U55 1986b
Main Library, UWISA HQ1240.5 C27 U55 1986
Main Library, UWIM HQ1240.5 C27 U55 1986
NALIS REF WI 305.488009 729 Se
NLJ 305.4209729 Ja Wom
COB Library W HQ1240.5 C27 U55 1999
UVI Libraries HQ1240.5 C27 U55 1999
Mathematics, Science, and Technology
313
Alleyne, Brian
Sex differences in response to General Certificate of Education and Car-
ibbean Examinations Council courses in computer studies: A case study
of Jamaican high schools. M.Sc. thesis, The University of the West Indies,
Mona, 1993. iv, 96 p.
This paper examines the responses of students in three Jamaican schools
to courses in computer studies that lead to the General Certificate of
188 / Areas of Research
Education (GCE) and Caribbean Examinations Council (CXC) examina-
tions. Existing work on different approaches to epistemology and cogni-
tive style, and different styles of computer usage, was reviewed. An
attempt was made to conceptualize a continuum of styles of computer
usage, which ranges from abstract and formal on the one hand, to con-
crete on the other, and to develop a scale that could be used to measure
this range. The study employed a questionnaire and a standard test of
cognitive style as its main data gathering instruments. Teachers of com-
puter studies in each of the three schools were interviewed. No statis-
tically significant sex differences were found. The two syllabi were
compared and both were found to favour an abstract approach to
computer usage. While some of the items in the scale of computer usage
styles were found to be significantly correlated with each other, the scale
as a whole was not found to be internally consistent. Several factors iden-
tified in the literature were found, which restrict student access to com-
puter studies as a subject choice. The study concluded that while no sex
differences were found for the sample, this could not be used as a basis
for generalization to the wider school population.
Locations
CERIS 648:01
ECLACPOS CDC 12591
314
Baccus-Taylor, Gail S. H., & Suite, Winston H. E.
The role of women in science and technology education in the develop-
ment process—The case of Trinidad and Tobago. 24 p.
Paper prepared for the Women, Science and Technology for Sustainable
Development Conference, Cape Town, South Africa, 8–11 Feb., 1999.
Sponsored by Third World Organisation for Women in Science.
This paper identifies and reviews major science and technology-focused
initiatives taken in Trinidad and Tobago in the post-independence era
(1962–1998). It focuses specifically on public policy, curriculum development,
examination and testing philosophy, and results using data from primary,
secondary and tertiary level institutions. It presents an analysis of the role
Mathematics, Science, and Technology / 189
of women in policy development and implementation, as well as the
male/female split among the student population and the teaching staff.
The paper concludes by offering an alternative strategy for enhancing the
role of women in science and technology education in order to liberate
the full potential of Caribbean societies.
Location
Main Library, UWISA LB2831.824 T7 B33 1999
315
Bailey, Barbara, & Leo-Rhynie, Elsa
Factors affecting the choice of science subjects by high school students: A
pilot study. In Barbara Carby & Vilma McClenan (eds.), Gender, science and
technology: [Proceedings of the Conference on Gender, Science and Technology, UWI,
Mona, February 1994] (pp. 47–64). Mona: Centre for Gender and Develop-
ment Studies and Faculty of Natural Sciences, The University of the West
Indies, 1997.
This paper explores some of the factors that operate when students in
secondary school have to make science subject choices, and the gender
differences in these choices. Data were obtained from a questionnaire
administered to 80 students, randomly selected from the Grade 10 classes
of a co-educational secondary school in the Kingston and St. Andrew
Metropolitan Area of Jamaica. It was found that boys and girls in the
sample appeared to have very similar experiences in terms of: (1) their
reasons for electing to do science; (2) the extent to which they identified
science as a favourite subject; (3) their satisfaction with their choices and
with the courses they had been allowed to pursue; (4) the factors which
influenced these choices; and (5) their opinions of science and the study
of science. Minor sex differences that emerged and which seemed worthy
of investigation are identified.
Locations
CERIS Photocopy #91
SOE Library, UWISA Q130 C672 1994
Main Library, UWISA Q130 C672 1994
Main Library, UWIM Q130 C672 1994
190 / Areas of Research
Science Library, UWIM Q130 C672 1994
NLJ 305.4 Ja Gen
316
Bernard, Myrna C.
Participation by female students in natural science and technical pro-
grammes, Guyana: Implications for classroom practice and curriculum
management. In Barbara Carby & Vilma McClenan, (eds.), Gender, science
and technology: [Proceedings of the Conference on Gender, Science and Technology,
UWI, Mona, February 1994] (pp. 78–105). Mona: Centre for Gender and
Development Studies and Faculty of Natural Sciences, The University of
the West Indies, 1997.
This paper sought to (1) examine the characteristics of participation by
female students in natural science and technical areas in secondary
schools and tertiary institutions in Georgetown, Guyana; (2) investigate,
through a small-scale survey, the perceptions of students, teachers, and
administrators of secondary schools with respect to the participation of
females in these areas; and (3) highlight implications of the findings for
classroom instruction and curriculum management in secondary schools.
Data were collected from a sample of 185 fourth-form female students
and 69 fourth-form teachers of natural science and technical/vocational
subjects, from 11 secondary schools in Georgetown—2 senior secondary,
5 junior secondary, and 4 community high schools. It was found that
there were overt administrative practices, especially in community high
schools, which limited the participation of female students in certain sub-
ject areas. The evidence presented indicates that the images and percep-
tions that students have concerning participation in the areas under
review may have, in some measure, been influenced by the practices of
schools, both with respect to the way in which the curriculum is managed
and the classroom practices of teachers.
Locations
CERIS Photocopy #88
SOE Library, UWISA Q130 C672 1994
Main Library, UWISA Q130 C672 1994
Main Library, UWIM Q130 C672 1994
Mathematics, Science, and Technology / 191
Science Library, UWIM Q130 C672 1994
NLJ 305.4 Ja Gen
317
Blondel, Ezra
Mathematics as a barrier to learning science and technology among girls in
Dominica (Eastern Caribbean). In Ved Goel & Leone Burton (eds.),
Mathematics as a barrier to the learning of science and technology by girls: Report of a
conference, Ahmedabad, India, 11–12 January, 1996 [n.p.]. London: Common-
wealth Secretariat, 1996.
This paper reports on a pilot study of the link between mathematics and
Dominican girls’ consideration of a career in science and technology.
Data were collected from 25 girls and 5 teachers drawn from the technical
wing of Clifton Dupigny Community College, and two all-girls’ and one
co-educational school in Roseau. The results of the data analysis suggested
that, at secondary school, the majority of girls considering jobs in science
and technology liked mathematics. However, after secondary school, the
link between mathematics and science appeared to be tenuous, as very
few women actually took up the science option. It is recommended that
the influence of mathematics on science needs to be investigated in the
wider context of the factors that influence career choices for boys and
girls in Dominica.
318
Brown, Launcelot I.
Gender and academic achievement in math: An examination of the math
performance data on seven- to nine-year-olds in Trinidad and Tobago.
Caribbean Curriculum, vol. 12, 2005, pp. 37–56.
There is general concern in Trinidad and Tobago and the wider English-
speaking Caribbean about the gender differential in performance on
regional and national examinations. Previous studies had shown boys not
performing as well as girls. Utilizing scores from the math component of
the Continuous Assessment Programme (CAP), this study investigated
192 / Areas of Research
whether the trend was evident among the younger primary school stu-
dents. The final sample comprised 1,682 students in Standard 1, Standard
2, and Standard 3 (age group 7–9 years). Total scores, Z scores, scores for
students attempting all items, and composite scores for the low-level and
high-level items were computed. The proportion of boys and girls in the
upper (z = 1.00) and lower (z = -1.00) tails of the distribution were exam-
ined, as was the gender differential in the number of students omitting
test items. Overall, girls scored higher than boys, more boys than girls
omitted items, and a significantly greater proportion of boys were in the
lower tail of the distribution. The Hindu schools were the exception to
this general finding. The non-response to items could be addressed by
schools teaching test-taking skills. However, more important may be the
underlying reasons for the phenomenon, and the implications for boys’
future academic achievement and employment opportunities.
Locations
CERIS SERIALS: CARIB. CURR
SOE Library, UWISA SERIALS
Main Library, UWISA LH45 C37
319
Brown, Launcelot I., & Kanyongo, Gibbs Y.
Differential item functioning and male-female differences in a large-scale
mathematics assessment in Trinidad and Tobago: An examination of
Standard 1 mathematics assessment. Caribbean Curriculum, vol. 14, 2007,
pp. 49–71.
This study investigates gender differences and the existence of gender-
related differential item functioning (DIF) in a large-scale Standard 1
assessment in Trinidad and Tobago. Although research consistently
shows that mathematics scores for male students are higher than for
female students at the secondary and tertiary levels, the differences are
not very clear at the primary level. Results from this study show that
female students performed slightly better than male students on the
examination. Logistic regression procedure was used to detect DIF items,
and the results show that about 17 per cent of the items in the examina-
Mathematics, Science, and Technology / 193
tion displayed gender-related DIF; however, for all DIF items the effect
sizes were negligible.
Locations
CERIS SERIALS: CARIB. CURR
SOE Library, UWISA SERIALS
Main Library, UWISA LH45 C37
320
Byron, Maria K.
Confronting the verbal/visual issue: The mathematical problem solving
processes of a small group of female junior secondary students. Ph.D.
diss., Ohio State University, 1995. xiii, 223 p.
This study examined the mathematical problem-solving processes of a
group of female Grade 8 junior secondary students in Trinidad and
Tobago. Research interest was in the pattern of problem solving for ver-
bally and visually presented mathematics problems with respect to cogni-
tive, social, and instructional issues. Data collection was completed over
three phases. In Phase 1, the year group comprising 164 females was
given two cognitive style tests and the results used to select 45 students
for interviews, in which each verbalized the solution to a non-routine
mathematics problem. From this group, 11 students were selected for
Phase 2, in which the students solved non-routine problems from the
topics Logic, Geometry, and Number. From this group, four students
were selected for Phase 3. The students’ problem-solving efforts on
problems similar to those presented in Phase 2, as well as their activities
on the computer, were documented. The research used the grounded the-
ory methodology and data were analysed employing coding procedures
associated with the methodology. The patterns that emerged from the
data showed students’ problem-solving success to be affected by factors
such as presence of cognitive mechanisms, problem type, mode of pres-
entation, language competence, dispositions toward interaction, and stu-
dents’ beliefs in their adequacy as problem solvers. Implications for
mathematics instruction and research were derived from these factors.
194 / Areas of Research
Location
SOE Library, UWISA QA43 T7 B9
321
Carby, Barbara, & McClenan, Vilma, eds.
Gender, science and technology: [Proceedings of the Conference on Gender, Science and
Technology, UWI, Mona, February 1994]. Mona, Jamaica: Centre for Gender
and Development Studies, and Faculty of Natural Sciences, The Univer-
sity of the West Indies, 1997. iv, 174, [6] p. (Cover title: Readings in gen-
der, science and technology)
These readings record highlights of a seminar, which was the final in a
series of interdisciplinary seminars held over a seven-year period by the
Women and Development Studies groups on the Mona, Cave Hill, and
St. Augustine campuses of The University of the West Indies (UWI). It
examined a number of themes—the Science Culture of the Caribbean,
Science Education and the Gender Issue, Gender and Sustainable Devel-
opment, New Technologies and the Quality of Life, and Networking
among Scientists. Two broad sub-themes can be identified from the
papers selected for inclusion in this report of the conference proceedings:
(1) Involvement of women in science and technology, and (2) Impact of
science and technology on the lives of women. The papers presented
under Sub-Theme 2: Science Education and the Gender Issue were as
follows: (1) Factors affecting the choice of science subjects by high
school students: A pilot study—Barbara Bailey and Elsa Leo-Rhynie;
(2) Science textbooks in Jamaican high schools—Gender fair?—Peter
Whiteley; and (3) Participation by female students in natural science and
technical programmes, Guyana: Implications for classroom practice and
curriculum management—Myrna Bernard.
Locations
SOE Library, UWISA Q130 C672 1994
Main Library, UWISA Q130 C672 1994
Main Library, UWIM Q130 C672 1994
Science Library, UWIM Q130 C672 1994
NLJ 305.4 Ja Gen
Mathematics, Science, and Technology / 195
322
Carter, Alexis Alethea
The affective profile of male and female mathematics students in the Brit-
ish Virgin Islands high schools. M.A. thesis, University of the Virgin
Islands, St. Thomas, 2003. vi, 73 p.
This study investigated whether there is a difference between the affec-
tive profile of males and females in mathematics with regard to confi-
dence level, attitude towards success, perception of mathematics as a
male domain, and students’ perception on the usefulness of mathematics.
323
Chadee, Keith
An investigation of self-concept, parental influence, teacher influence and
test anxiety as factors affecting math achievement for males and females
at St. George’s College. M.Ed. thesis, The University of the West Indies,
St. Augustine, 1990. v, 150 p.
This study sought to investigate four of the many factors that may affect
achievement in mathematics, with respect to gender, at St. George’s Col-
lege, Trinidad. Data were gathered through a questionnaire administered
to a sample of 120 students (60 boys, 60 girls), consisting of 5 boys and 5
girls from each class of Forms 1–4. Results of the data analysis revealed
that there was no relationship of statistical significance between the
factors and mathematics achievement. However, average scores on each
factor revealed certain patterns for boys and girls. Scores on self-concept
were higher for boys than girls at all levels. With the exception of Form 3
girls, scores on parental influence were higher for boys, whilst scores on
test anxiety were higher for girls than boys at all levels. However, girls
outperformed boys in mathematics at all levels.
Locations
Main Library, UWISA UWI Theses Collection
Main Library, UWIM Theses Collection
196 / Areas of Research
324
Eastmond, Henderson, & Haynes, Anthony
Gender performance in CXC Information Technology examinations,
1995–1999. In Papers of the Information Technology in Education Conference
(ITEC 2000) (pp. 278–289). Port of Spain, Trinidad: NIHERST, 2000.
Information Technology in Education Conference, Port of Spain, Trini-
dad, 28–30 Sep., 2000. Sponsored by National Institute of Higher Educa-
tion, Research, Science and Technology.
This paper briefly examines international and regional views on technol-
ogy education, with emphasis on information technology (IT). Gender
trends in information technology are discussed, and a gender analysis of
the entry trends and performance of candidates writing the Caribbean
Examinations Council (CXC) IT examinations at the General, Technical,
and Caribbean Advanced Proficiency Examinations (CAPE) levels is pre-
sented. The conclusions show that for the information technology
courses offered by CXC, female candidates outnumber males at both the
Technical and General Proficiency levels, and that there is no significant
difference in performance between males and females.
Locations
SOE Library, UWISA WI RES LB1028.3 P37 2002
Main Library, UWISA LB1028.43 I84 2000
325
Evans, Karen
Barriers to participation of women in technological education and the role of distance
education. Vancouver, Canada: Commonwealth of Learning, 1995. 16 p.
(Occasional Paper; No. 1)
Throughout the world, women are under-represented in technical fields
as a result of the segmentation of the labour market and the internaliza-
tion of expectations for women. Distance education can make an impor-
tant contribution to overcoming barriers to women’s participation in
technology in the developed and the developing world. The Open Uni-
Mathematics, Science, and Technology / 197
versity in Britain has been successful in using distance education to
recruit women into a course designed to help those who had qualified as
engineers to bridge career breaks with updating their education. An Aus-
tralian initiative for rural women involved a community-based distance
education programme intended to increase the number of mature women
entering science and engineering courses, characterized by its consultative
approach to programme development and strong student support
systems. In Guyana, a community-based distance education programme
involved training for local women in the design, construction, and use of
appropriate technologies related to energy saving. These distance educa-
tion initiatives involving bridging courses, conversion courses, and
community-based programmes show that distance education can achieve
results in facilitating the participation of women, both young and mature,
in technological education.
326
George, P.
Paradoxes: The interplay of gender, social class and mathematics in the
Caribbean. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (eds.),
Proceedings of the 30th Conference of the International Group for the Psychology of
Mathematics Education (PME 30), v. 3 (pp. 169–176). Prague, Czech Repub-
lic: Charles University, 2006.
327
Hamilton, Marlene A.
Advanced level performance in the sciences in single-sex and coeduca-
tional Jamaican schools. In J. Daniels & J. Kahle (eds.), Contributions to the
Fourth GASAT (Girls in Science and Technology) Conference, Vol. 1 (pp. 70–78).
Michigan: National Science Foundation, University of Michigan, 1987.
This study examined the performance level of Jamaican students in the
General Certificate of Education (GCE) Advanced Level science exami-
nations to establish whether the trend observed at the Ordinary Level,
whereby students of both sexes attending single-sex institutions out-
perform their counterparts in the co-educational setting, especially in the
198 / Areas of Research
sciences, was maintained. Data were collected for 1,877 candidates in the
1985/1986 base year from a sample of 38 schools—7 boys’ single-sex, 9
girls’ single-sex, and 22 co-educational schools. Findings showed that, at
the Advanced Level, girls in the single-sex setting outperformed their
counterparts attending co-educational schools in the sciences. The per-
formance of boys in the co-educational schools was significantly
improved over their performance at the Ordinary Level.
Location
SOE Library, UWISA Q130 G57 F68
328
Hamilton, Marlene A.
Girls and science: Some observations relative to Jamaican samples. 6 p.
Paper prepared for the Interdisciplinary Seminar on Women and Devel-
opment, 1st: Gender, Culture and Caribbean Development, Mona,
Jamaica, 8–19 Jun., 1987. Sponsored by Women and Development Stud-
ies, The University of the West Indies, Mona.
This paper summarizes the findings of Jamaican-based investigations of
science achievement with respect to the effects of two variables—school
type and attitude to science.
Location
SOE Library, UWISA WI RES LC1441 C27
CGDS, UWIM Q130/Pamph. 1743
329
Jackson, Trevor A.
Women in geology: A University of the West Indies case study
(1961–1992). In D. A. Stow & G. J. McCall (eds.), Geoscience education and
training (pp. 765–773). Rotterdam, Netherlands: Balkema, 1996. (AGID
Special Publications Series; No. 19) (An earlier version of this paper was
presented at the Third Disciplinary Seminar on Women and Develop-
ment Studies: Gender and Education, Mona, Jamaica, November 1989)
Mathematics, Science, and Technology / 199
This article examines data collected up to 1992 on male and female gradu-
ate and postgraduate geologists from The University of the West Indies
(UWI). It compares the academic performances of the two sexes, their
preferences, and areas of employment. Comparisons are made between
Jamaica and Trinidad and Tobago, the two countries from which most of
the graduates come. Some factors that may contribute to gender-based
differences in employment of geology graduates are discussed.
Locations
Main Library, UWISA QE40 G467 1996
Science Library, UWIM QE40 G467 1996
330
Laidlow, Leandra D.
Gender differences in mathematics achievement: An analysis of the 2003
Common Entrance Examinations in the Commonwealth of Dominica.
M.Ed. thesis, Ohio University, 2004. 70 p.
This study analysed the mathematics scores of 436 students of the Roseau
public primary schools on the 2003 Common Entrance Examination
(CEE) to investigate the presence or absence of gender differences.
These differences were analysed with reference to geographic location
and districts. Results showed that girls outperformed their male counter-
parts, and that there are urban and rural differences as well as western and
eastern differences between males and females in mathematics
performance.
Location
Internet http://www.ohiolink.edu/etd/send-pdf.cgi?acc_num=ohiou1103056911
331
Leo-Rhynie, Elsa; Bailey, Barbara; & Whiteley, Peter N.
The status of science and technology education in the Anglophone Caribbean with spe-
cial reference to gender. Christchurch, Barbados: UNESCO/CARNEID,
1995. [n.p.]. (Report of a survey conducted in ten Caribbean countries by
200 / Areas of Research
the Centre for Gender and Development Studies, The University of the
West Indies, and a seminar held to discuss the survey findings)
The survey found that, with the exception of integrated science at the
Caribbean Examinations Council’s Caribbean Secondary Education Cer-
tificate (CSEC) level, performance in the sciences was generally quite
weak. At that level, there was a tendency towards a greater number of
female entrants in the “softer sciences” such as biology, human biology,
and integrated science. However, there was no marked difference in the
performance of males and females in these subjects. Where there was a
marginal difference, it tended to favour the performance of male
entrants. By contrast, there were far greater numbers of male than female
entrants for CSEC physics. At Advanced Level, the regional performance
was average; biology and zoology being the two subjects with the highest
failure rates. More males were entered for science at ‘A’ level, with biol-
ogy being the only subject for which more females were entered. Males
performed better in chemistry and zoology, while female entrants per-
formed better in physics. However, greater numbers of male students
were passing A’level because there were more male entrants. There was
little difference in male/female performance in biology. Recommenda-
tions are offered for improving science education in the region.
332
Moore, E. A.
Women in science and technology in the Caribbean. In A. M. Faruqui, M.
H. A. Hassan, & G. Sandri (eds.), The role of women in the development of science
and technology in the Third World: Proceedings of the conference organized by the
Canadian International Development Agency and the Third World Academy of Sci-
ences, ICTP, Trieste, Italy, 3–7 October 1988 (pp. 614–631). Teaneck, NJ:
World Scientific, 1991.
This paper notes that although there is a large economically active female
population within the Caribbean, its participation in the labour force in
the fields of science and technology is not commensurate with its num-
bers in the labour force. It cites the research findings which indicate that
Mathematics, Science, and Technology / 201
sex-stereotyping within and outside the school, as well as the education
process itself, have continued to socialize girls into accepting conven-
tional female roles in the society, resulting in girls being more limited in
their occupational choices than boys.
Locations
Main Library, UWISA Q130 R65 1991
Science Library, UWIM Q130 R65 1991
333
Morris, Jeanette
Gender differences in science and mathematics in CXC examinations.
[13] p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–24 Nov., 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
This study sought to examine the Caribbean Examinations Council’s Car-
ibbean Secondary Education Certificate (CSEC) examination results in
the science and mathematics subject areas for girls and boys who took the
examination in 1987 in Trinidad and Tobago. The subject areas examined
were: Integrated Science—Basic and General Proficiency; Mathemat-
ics—Basic and General Proficiency; Physics; Chemistry; Biology; and
Agricultural Science—General Proficiency. Entry statistics were exam-
ined to see whether gender was a significant factor in the numbers taking
the examination in these subjects. The results were examined by subject
area to see whether significant differences existed in achievement
between boys and girls. The results showed that girls outnumbered boys
in three subject areas—Mathematics-Basic and General, and Biology. In
Integrated Science-Basic and General, Physics, Chemistry, and Agricul-
tural Science, boys outnumbered girls although, except for Physics, the
differences were slight. Of a total of 13,541 boys who sat the examina-
tions in these subjects, 4,913 (36.28%) obtained Grades 1 and 2. The total
202 / Areas of Research
number of girls sitting the examinations was 17,198, of whom 4,558
(26.5%) obtained Grades 1 and 2.
Location
CGDS, UWIM
334
Rampersad, Joycelyn
Patterns of achievement by gender in school science. Caribbean Curriculum,
vol. 7, no. 1, 1999, pp. 37–50.
Against the background of ongoing debate on the extent of gender differ-
ences in science achievement, as well as gender differences in access to
science education and science-related careers, in both developing and
developed countries, this paper examined the enrolment patterns and
achievement levels in science and mathematics of students attending
schools in Trinidad and Tobago, as well as in the wider English-speaking
Caribbean. The purpose was to determine if, and at what levels, gender
stratification existed, and whether there were gender differences in
achievement. The data suggested that more boys than girls were accessing
science and mathematics at the secondary level but, with the exception of
mathematics, there were no gender differences in science achievement.
Locations
CERIS SERIALS: CARIB. CURR
SOE Library, UWISA SERIALS
Main Library, UWISA LH45 C37
Main Library, UWIM L45 C4
335
Sookdeo, Vidya, & Wharton, Alwyn E.
Gender differences in students’ concepts of wave motion at the CXC
level. [31 p.].
Mathematics, Science, and Technology / 203
Paper prepared for the Gender, Science and Technology Seminar, Mona,
Jamaica, 23–25 Feb., 1994. Sponsored by Centre for Gender and
Development Studies and Faculty of Natural Sciences, The University of
the West Indies, Mona.
This study was undertaken as a result of dissatisfaction with the poor per-
formance of students on the topic “Waves” in physics at the Caribbean
Examinations Council’s Caribbean Secondary Education Certificate
(CSEC) level. A Misconception Diagnostic Objective test was adminis-
tered to Form 5 physics students in 10 secondary schools in Trinidad and
Tobago, chosen to represent the four major categories of secondary
schools—prestige, 5-year, comprehensive, and private. The results
showed that there were no significant difference in the overall perform-
ance of males and females. Females performed better than males on the
searching type questions. Females showed negligible differences in their
performance in answering the theoretical and practical type questions,
whereas males tended to answer the practical type questions better. It was
also found that females performed better than males when the teacher
was female, and conversely when the teacher was male. This was true
both for co-educational schools taken separately and for the entire group
of schools.
336
Soyibo, Kola
Gender differences in Caribbean students’ performance on a test of errors
in biological labelling. Research in Science and Technological Education, vol. 17,
no. 1, May 1999, pp. 75–82.
This study investigated the extent to which there were gender differences
in the performance of some Form 5 (Grade 11) students on a test of six
categories of biological labelling errors. The study sample of 1,216 stu-
dents (525 girls and 691 boys; mean age = 16.50 years) was randomly
selected from 32 high schools in Barbados, Belize, Jamaica, St. Lucia, St.
Vincent and the Grenadines, and Trinidad and Tobago. Data were
204 / Areas of Research
collected using a researcher-developed instrument. Results showed that
the performance levels of both boys and girls were low on the six catego-
ries of errors (except on labels without guidelines). However, the girls
performed significantly better on each category than the boys. The impli-
cations of the findings are highlighted.
Location
CERIS Download #4
337
Soyibo, Kola, & Whiteley, Peter N.
Gender differences in students’ perceptions of the democratization of sci-
ence lessons. Caribbean Journal of Education, vol. 18, 1996, pp. 179–192.
This study used the Individualized Classroom Environment Question-
naire (ICEQ) and interviews to determine the nature of students’ percep-
tions of the democratization of five aspects of their science lessons, and
to establish whether there were significant gender differences in their
perceptions.
Locations
SOE Library, UWISA SERIALS
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
NALIS REF WI 370.509729
NLJ C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
338
Walter, Howard Maurice
An investigation into the affective profiles of girls from single-sex and co-
educational schools, as they relate to the learning of mathematics. M.Ed.
thesis, University of Exeter, 1997. 156 p.
Mathematics, Science, and Technology / 205
This study sought to determine whether or not a single-sex environment
has a positive impact upon girls’ attitudes and beliefs, as they pertain to
the learning of mathematics. It is argued that all learners of mathematics
are enveloped by the social practices pertaining to both mathematics and
society at large. The study focuses on one major component of the
learner-related domain—that of affect—and attempts to identify impor-
tant affective variables and the role that they play in the learning of
mathematics. An investigation into these affective components—as they
pertain to girls educated in a single-sex and a co-educational environ-
ment—was carried out in Bermuda. Data were collected through the use
of a questionnaire. Results of the data analysis showed that for the sample
used, the co-educational environment may lead to a degree of affective
impairment for girls, particularly with regard to confidence. Additionally,
it was suggested that the more positive affective profiles of the single-sex
educated girls should become the reference point for further analysis,
thus annulling the view that girls are somewhat deficient. It also proposed
that the classroom situation could not be seen in isolation; instead, inves-
tigations pertaining to mathematics and gender should account for
gender-specific norms and values that are reinforced and promoted by
elements contained within the wider socio-political domain.
Location
Internet http://www.ex.ac.uk/~PErnest/walter.PDF
339
Whiteley, Peter N.
Equal opportunity? Gender and participation in science education in
Jamaica. [n.p.].
Paper prepared for the Biennial Cross-Campus Conference on Educa-
tion, 3rd, Cave Hill, Barbados, 1994. Sponsored by Faculty of Education,
The University of the West Indies, Cave Hill.
206 / Areas of Research
340
Whiteley, Peter N.
Gender issues in Caribbean science education. Science Education Interna-
tional, vol. 6, no. 1, 1995, pp. 7–12.
341
Whiteley, Peter N.
Gender issues in science education. In Patricia Mohammed (ed.), Gendered
realities: Essays in Caribbean feminist thought (pp. 183–200). Mona, Jamaica:
UWI Press, 2002.
This paper provides data on science examinations in the Caribbean at
both secondary and tertiary levels, which suggest the existence of gender-
related inequalities in science education in the Caribbean. It then surveys
relevant research into factors that may be contributing to these inequali-
ties, both from the region and elsewhere. Findings highlight the under-
involvement of females in science education, and illustrate how sexual
difference is deeply embedded in the choices made by boys and girls.
Locations
SOE Library, UWISA WI RES HQ1501 G463 2002
Main Library, UWISA HQ1501 G463 2002
Main Library, UWIM HQ1501 G468 2002
CGDS, UWIM HQ1501/ Pamph. 2440
WAND 396.11 GE
CGDS, UWISA MOH
UVI Libraries HQ1501 G463 2002
COB Library HT1501 G46 2002
NALIS REF WI 305.309 729 Ge
NLJ 305.309729 Ja general
ECLACPOS CDC 15852
Medical Education / 207
Medical Education
342
Cox, Cheryl
Medical education, women’s status, and medical issues’ effect on women’s
health in the Caribbean. Health Care for Women International, vol. 18, no. 4,
Jul–Aug. 1997, pp. 383–393.
This paper suggests that gender bias in medical education and practice
influences treatment of women and obstructs their advancement to
policy-making levels in the design and delivery of programmes that bear
on maternal and child health, among others. It identifies the major
women’s health issues in the English-speaking Caribbean as sexually
transmitted diseases (STDs), domestic violence, abortion, adolescent
pregnancy, cancer, hypertension, and diabetes, which is a similar situation
to what obtains in the USA. However, it argues that in the Caribbean
these health problems are rooted in unique cultural, socioeconomic, and
environmental contexts that affect their resolution. For example, as a
result of poverty and their low social status, women in the Caribbean are
relatively powerless in sexual decision-making and disadvantaged in terms
of protecting themselves against AIDS, other STDs, and unwanted preg-
nancy. The paper further notes that Caribbean-trained physicians directly
influence the quality of women’s health in the Caribbean. Their medical
school education affects their diagnostic and interpersonal skills in clini-
cal values, and the ethical values that form the basis of policy making.
During 1990–1991, 438 male and 350 medical students were enrolled in
the Faculty of Medical Sciences of The University of the West Indies
(UWI). The relatively high female enrolment reflects the fact that Carib-
bean doctors are poorly paid and not highly esteemed, making the field
more open to women. However, only 3 of the 31 lecturers in the UWI
medical faculty were women. Gender bias further hinders the ability of
female physicians to form the professional relationships necessary for
advancement. It is concluded that more female role models in medical
208 / Areas of Research
education and female policy makers would substantially alter the scope
and effectiveness of reproductive health programmes.
Nursing Education
343
Rodney, Patricia
Nursing education: The continued problem of class, race and gender stereotyping. St.
Michael, Barbados: Women and Development Unit, The University of
the West Indies, 1993. 12 p. (Occasional Paper; 1/93)
This paper examines nursing education as a part of the subordinating
apparatus in which the devalued domestic role assigned to women medi-
ates the terms on which nurses participate in the medical profession. It
argues that nursing education cannot be separated from the wider range
of social institutions that form the governing apparatus of society.
Location
CGDS, UWIM HQ1101/ Pamph. 1649
Primary Education
344
Hamel-Smith, Angela
Primary education and East Indian women in Trinidad 1900–1936. 13 p.
Paper prepared for the Conference on East Indians in the Caribbean, 3rd:
Beyond Survival, St. Augustine, Trinidad, 28 Aug.–5 Sep., 1984.
This paper notes that the proportion of boys to girls attending primary
school in Trinidad and Tobago changed very slowly between 1900 and
1956, and that the most important reason offered for lower female enrol-
ment in primary schools was related to the low attendance of East Indian
Secondary Education / 209
girls. The paper outlines the reasons, both cultural and social, for this low
attendance.
Location
Main Library, UWISA F1629 E1 A1 E1
Secondary Education
345
Bailey, Barbara
Gendered realities: Fact or fiction? The realities in a secondary level
coeducational classroom. In Patricia Mohammed (ed.), Gendered realities:
Essays in Caribbean feminist thought (pp. 164–182). Mona, Jamaica: The Uni-
versity of the West Indies Press, 2002.
This paper is based on research conducted in a co-educational classroom
at the secondary level in Jamaica. It focuses on the delineation of patterns
based on sex differences in curriculum participation, and the sexual poli-
tics of the interactions between teachers and students, and students and
students. This study aimed to identify and report on the gendered realities
in a mixed-sex setting to determine the extent to which traditional gender
codes were evident and transmitted through pedagogical and social
processes.
Locations
SOE Library, UWISA WI RES HQ1501 G463 2002
Main Library, UWISA HQ1501 G463 2002
Main Library, UWIM HQ1501 G468 2002
CGDS, UWIM HQ1501/ Pamph. 2440
CGDS, UWISA MOH
WAND 396.11 GE
UVI Libraries HQ1501 G463 2002
COB Library HT1501 G46 2002
NALIS REF WI 305.309 729 Ge
ECLACPOS CDC 15852
210 / Areas of Research
346
Cuffie, Joan C.
Gender and subject choice in secondary schools. 19 p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–25 Nov., 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
This paper examines the relationship between gender and subject choice
and how this affects male and female students in co-educational and
single-sex schools. The study was conducted among sixth form students
in Trinidad. It is concluded that there is a gender difference in relation to
subject choice, with boys tending to choose science subjects, specifically
the physical sciences, and girls choosing Arts at the Advanced Level. Sub-
jects and occupations designated “male” are given higher status and
rewards than those designated “female.” This creates problems in subject
choice for both boys and girls as it limits them.
Location
CGDS, UWIM
347
Flores, Rhona
Marginalization of male secondary school students. In Caribbean social
structures and the changing world of men (pp. 32–34). Port of Spain, Trinidad:
UNECLAC, 1997.
This paper uses primary data to examine the mechanisms through which
the male becomes marginalized in secondary schools in Trinidad and
Tobago.
Locations
Main Library, UWISA HQ1090.7 C27 1997
CGDS, UWIM JX1977/ Pamph. 575
WAND (729) 396.12 CA
Secondary Education / 211
ECLACPOS CDC UN
CERIS 443:7
CGDS, UWISA
348
Handa, Sudhanshu
The determinants of teenage schooling in Jamaica: Rich vs. poor, female
vs. males. Journal of Development Studies, vol. 32, no. 4, Apr. 1996, pp.
554–580.
This study analysed the household determinants of secondary education
in Jamaica, addressing three main questions: (1) What is the role of family
background variables such as income and parental education in the
demand for children’s education? (2) Is the impact of family background
robust to controls for community level heterogeneity? and (3) Are the
household factors affecting education different for males and females?
Results of the analysis showed that: (1) socioeconomic background is an
important determinant of the demand for secondary schooling in
Jamaica, and an even more important determinant of enrolment in high
school; (2) there are important differences in the demand for schooling
by gender; (3) household income has a much bigger effect on the prob-
ability of enrolment, especially high school enrolment, for females than
for males, indicating that income constraints are more binding for
females; and (4) there is limited impact of the secondary education system
in reducing inequality in Jamaican society, due to the dualistic secondary
system which places children from higher socioeconomic backgrounds in
the academically elite high schools, and those from poor backgrounds in
lower-level all-age or technical and vocational schools.
Locations
SOE Library, UWISA WI RES LB1501 J25 H36 1996
Main Library, UWISA HC10 J86 D4
Main Library, UWIM HN1 J6
UVI Libraries HC10 J58
212 / Areas of Research
349
Jules, Vena
Race and gender as factors of students’ survival to the Fifth Form in
Trinidad and Tobago. In Selwyn Ryan (ed.), Social and occupational stratifica-
tion in contemporary Trinidad and Tobago (pp. 257–286). St. Augustine, Trini-
dad: Institute of Social and Economic Research, The University of the
West Indies, 1991.
This study raised questions of student survival both at the level of the
individual and the race group. The specific questions addressed were: 1)
Who, in terms of race, gender and education region, survived the guaran-
teed five years; 2) What is the survival rate of students from Fourth to
Fifth Form? 3) How do those who survive the Fifth Form perceive
school? and 4) How are they helped with school work outside of school?
A questionnaire was administered to a sample of 2,198 students, of whom
1,744 completed it. Results of the data analysis showed that overall (1)
students of all major race groupings survive the guaranteed five years
equally well; and that (2) while students may have entered secondary
school with varying perceptions of it, once there, there was no significant
difference in their perceptions and expectations of secondary schooling
that could be related to race. Significant variations were found in other
categories—school locality or education region, occupation of parents,
and sex of student.
Locations
SOE Library, UWISA WI RES HN46 T7 S63 1991
Main Library, UWISA HN246 Z9 S62 1991
Main Library, UWIM HN246 A6 S64 1991
ECLACPOS CDC 10884
NALIS REF WI 305.572983 So
UVI Libraries HN246 A8 S63
350
Leo-Rhynie, Elsa
Gender issues in secondary school placement. 7 p.
Secondary Education / 213
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–25 Nov., 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
This paper examines differential access to secondary education for Jamai-
can boys and girls, using data from the Common Entrance Examination
(CEE), a selection examination to identify students who will participate in
secondary level academic education. It identifies gender issues that have
arisen as a result of the CEE and secondary school placement, and dis-
cusses implications for Jamaica’s development.
Locations
CGDS, UWIM LB1601/ Pamph. 1062
CGDS, UWISA
351
Leslie, Sybil Iona
The provision of secondary education for girls in Barbados 1875–1950.
29 p.
Paper prepared for the Annual Conference of the Association of Carib-
bean Historians, 19th, Martinique, 13–17 Apr., 1987.
This paper provides information on the provision made for the secon-
dary education of girls in Barbados during the period 1875–1950, and
sheds some light on the level of importance attached to the education of
girls. The emergence of secondary education for girls in Barbados and the
underlying educational philosophy that provided motivation are also
examined. A look at the curriculum that developed during the years under
review provides a useful guide to the destination of girls and their role in
the island’s society then and later on in its history. In the course of the
discussion, the paper reveals the nature and extent of educational oppor-
tunities for girls vis-à-vis boys, as well as the inadequacy of the provisions
for this group of students.
214 / Areas of Research
Locations
Main Library, UWISA WI Collection
Main Library, UWIM F1601 C6 1987
352
Newton, Earle H.; Payne, Monica Anne; & Brathwaite, Workeley
E.
Coeducation in secondary schools in Barbados: The perceptions of heads, teachers and
students. Cave Hill, Barbados: Faculty of Education, The University of the
West Indies, 1988. [iv], 177 p. (Research report prepared on behalf of the
Ministry of Education by the Faculty of Education)
This study investigated the climate of co-educational schooling in Barba-
dos, focusing on the secondary stage. Its major objectives were to (1) es-
tablish a good literature and local research base on co-education; (2)
identify major perceived advantages and likely problems associated with
co-education; and (3) articulate possible strategies for alleviating some
short-term and long-term problems perceived to be associated with co-
education.
Locations
SOE Library, UWISA WI RES LC160 B35 N49 1988
Main Library, UWISA LB1620 N481
Main Library, UWIM LB1620 N48 1988
Main Library, UWICH LB1620 N481
353
Parry, Odette
Inside out: The production and reproduction of gender difference in the high school class-
room. Mona, Jamaica: Institute of Social and Economic Research, The
University of the West Indies, 1995. [n.p.].
Secondary Education / 215
354
Payne, Monica Anne
Sexuality and the secondary school: Some observations on coed and
single-sex environments. 14 p.
Paper prepared for the Disciplinary Seminar on Women and Develop-
ment, 3rd: Gender and Education, Kingston, Jamaica, 19–25 Nov., 1989.
Sponsored by Women and Development Studies and Faculty of Educa-
tion, The University of the West Indies, Mona.
This paper considers some of the ways in which secondary schools
impact, directly or indirectly, upon the sexual development of their stu-
dents. Observations are organized under three headings: (1) individual
adjustment to the physical changes of puberty and the development of
sexual awareness; (2) sexuality within the context of student-student rela-
tionships; and (3) sexuality within the context of student-teacher relation-
ships. The data collected indicate that: (1) the co-educational experience
is likely to lead to antagonistic and even aggressive attitudes towards the
opposite sex at school; (2) the school should try to alleviate the difficul-
ties students face as adolescents, even outside the school context; and (3)
both staff and students are concerned by the occurrence, or suspected
occurrence, of improper sexual behaviour on the part of some teachers. It
is suggested that these issues need to be addressed so that undesirable and
counterproductive influences can be eliminated, and schools assisted to
have a more positive and constructive impact on the sexual development
and adjustment of their students.
Location
CGDS, UWIM
355
Payne, Monica Anne, & Newton, Earle H.
Major determinants of teachers’ and students’ approval or disapproval of
coeducational secondary schooling. High School Journal, vol. 73, no. 3,
1990, pp. 168–175.
216 / Areas of Research
This report provides details of a factor-analytic examination of the
dimensions underlying teachers’ and students’ evaluations of co-
education in Barbados. A total of 1,186 students (571 boys and 615 girls)
participated, comprising one second form and one fourth form from
each of the 21 state schools. Twelve teachers at each school, selected
from a range of seniority levels and curriculum areas, were invited to par-
ticipate, and a total of 246 responses (109 males, 137 females) was
obtained. The findings suggest that the educational outcomes achieved
with the change from single-sex to co-educational schooling at the secon-
dary level will be significantly influenced by the manner in which change
is initiated, and the extent to which adequate provision is made for both
material resources and professional training.
Location
SOE Library, UWISA SERIALS
356
Payne, Monica Anne, & Newton, Earle H.
Teachers’ and students’ perceptions of the major advantages and disad-
vantages of coeducational secondary schooling. Australian Journal of Educa-
tion, vol. 34, no. 1, Apr. 1990, pp. 67–86.
Teachers (N=246) and students (N=1186) from all government secon-
dary schools in Barbados rated various aspects of teacher/student behav-
iour and of more general school functioning, according to the extent they
perceived co-educational schools to be at an advantage or disadvantage
relative to single-sex institutions. Overall, both groups saw co-education
as most advantageous in respect of the school’s ability to prepare students
for future occupational and interpersonal roles, and to impact most nega-
tively on students’ conduct and adherence to school rules. Male students
tended to express more positive views on co-education than females,
although such a trend was not consistent among teachers. Teachers and
students in single-sex schools tended to have more positive views than
those in co-educational schools, with the most negative opinions being
voiced by teachers (especially females) working in schools which were
formerly single-sex and had recently become co-educational.
Teacher Education / 217
Location
CERIS Photocopy #17
Teacher Education
357
Bailey, Barbara, Brown, Monica M., & Yusuf-Khalil, Yasmeen
Gender issues in Caribbean education: A module for teacher education. Mona,
Jamaica: Centre for Gender and Development Studies, The University of
the West Indies, 2000. [1 v. in various pagings].
This module presents concepts of gender, gender equality, and gender
equity for use in the training of teachers. It identifies areas that build
awareness of these concepts and provide teachers with the knowledge
and skills to adopt and promote a gender-sensitive approach to instruc-
tion and all other school-related activities.
Locations
SOE Library, UWISA WI RES LC212.83 C27 G46 2000
Main Library, UWIM LC212.93 C27 B3 2000
Main Library, UWICH LC212.93 C27 B3 2000
ECLACPOS CDC 15279
NLJ 305.307 WI Bro
358
Maylor, Uvanney
The experiences of African, Caribbean and South Asian women in initial
teacher education. Ph.D. diss., Open University, 1995. [n.p.].
This study is based on research into the subjective views and experiences
of a group of black women student teachers. It is through the women’s
own voices that an insight is given into the experience of teacher training
for black women. The women’s motivations to enter initial teacher edu-
cation (ITE), their perceptions of ITE, their experiences of ITE, and
their experiences as practising teachers are examined through the life
218 / Areas of Research
history method. The study provides a detailed account of the interpreta-
tion and meanings black women students applied to their ITE experi-
ences and how those experiences contributed to their learning in ITE. It
also illuminates black women’s views of primary teaching and their role as
primary teachers. In addition, the inadequacy of multicultural and equal
opportunities policies in teacher education is explored. This is followed
by an in-depth examination of the role of race during teaching practice
placements for black women students, and the influence of race and gen-
der in the experience of practising black teachers.
359
Miller, Errol L.
Marginalization of the black male: Insights from the development of the teaching profes-
sion. Mona, Jamaica: Institute of Social and Economic Research, The Uni-
versity of the West Indies, 1986. 88 p.
This study investigated the phenomenon of male marginality as it devel-
oped in the training and employment of primary school teachers in
Jamaica since 1836. It examined teacher education from the perspective
of the social, economic, and political factors that shaped it over 150 years,
and in terms of the institutional provisions, enrolment, recruitment of
students, and the supply of teachers to the schools from 1834. It is con-
cluded that the evidence shows that primary school teaching and teacher
education shifted from being male dominated to being female dominated
as a result of the intention of the ruling class to release black men from
service-type occupations to make them available for agricultural and
industrial labour, and to stifle the possible emergence of militant black
educated men who could possibly overthrow the power structure.
Locations
Main Library, UWISA LC191.8 J25 M54 1986
Main Library, UWIM HN230 Z9 M26
NLJ Pam 371.11 Ja Mil
UVI Libraries LC191.8 J25 M54
Teacher Education / 219
360
Miller, Errol L.
Marginalization of the black male: Insights from the development of the teaching profes-
sion (2nd ed). Kingston, Jamaica: Canoe Press, 1994. [xi], 136 p.
This work seeks to describe the phenomenon of male marginalization in
the society by particular reference to the experience of black males in
Jamaica, and to explain this phenomenon by the application of a new the-
ory of society; the theory of place. This theory asserts that society is
organized on the basis of place (the relative position of individuals and
groups with respect to power, resources, status, belief, and culture); that
relative inequality is the reality of society, as a consequence of which
places in society are scattered between centre and margin; and that at any
particular moment in time, therefore, some individuals and groups in
society will be more central and others more marginal. The study relates
the structure and governance of the primary school system to the place
structure and changes over time, in light of challenges from Blacks and
responses from the ruling central groups. Data were collected on the
institutional provisions for primary schools and teachers’ colleges; the
gender composition of primary school teachers and principals; and the
enrolment, by gender, in teachers’ colleges. Some data are also reported
on secondary school and university enrolment, by gender, especially
when Blacks began to gain access to these institutions in appreciable
numbers. Analysis of the data suggests that the marginalization of the
black man in the Jamaican educational system has been the result of a
complex interaction of social, economic, and political factors operating in
the interrelations between different ethnic groups in Jamaican society.
Primary school teaching and teacher education shifted from being male
dominated to being female dominated in an attempt to limit the upward
mobility of black men.
Locations
Main Library, UWISA LC191.8 J25 M54 1994
Main Library, UWIM HN230 Z9 M261 1994
Main Library, UWICH LC191.8 J25 M54 1994
NALIS REF WI 370.19097292 Mi
NLJ 371.11 Ja Mil
COB Library LC191.8 J25 M54 1994
220 / Areas of Research
Teachers and Teaching
361
Downes, Aviston D.
Gender and the elementary teaching service in Barbados, 1880–1960: A
re-examination of the feminization and marginalization of the black male
theses. In Eudine Barriteau (ed.), Confronting power, theorizing gender: Interdis-
ciplinary perspectives in the Caribbean (pp. 303–323). Mona, Jamaica: UWI
Press, 2003.
This chapter offers an empirical study of the primary teaching service in
Barbados between 1880 and 1960 as a case study to test the validity of the
feminization and black male marginalization hypotheses. It revisits the
concept of feminization to determine its analytical usefulness, and seeks
to test the socioeconomic explanations of this perceived phenomenon.
The analysis does not explore the many varied dimensions of the mar-
ginalization/place theory advanced by Errol Miller but concentrates on
those major interpretations advanced in support of the thesis. The chap-
ter contends that the reordering of the primary teaching service from the
1890s to 1960 may be interpreted as a classic case of the construction and
consolidation of hegemonic masculinity, with its implied ordering of
competing masculinities and the further subordination of women.
Locations
SOE Library, UWISA WI RES BF210.4 C66 2003
Main Library, UWISA BF201.4 C66 2003
Main Library, UWIM BF201.4 C66 2003
NALIS 155.333 09729 CO
NLJ 155.333 Ja Con
ECLACPOS CDC 15850
UVI Libraries BF201.4 C66 2003
Teachers and Teaching / 221
362
Miller, Errol L.
Elementary school teaching and the liberation of women (3rd ed.). Kingston,
Jamaica: Shortwood Teachers’ College, 1992. 37 p. (Shortwood Teachers
College Founders’ Day Lecture, No. 3)
Locations
Main Library, UWIM LB1776 M54
NLJ Pam 331.41231376 Ja Mil
363
Miller, Errol L.
Feminization of elementary school teaching in the Commonwealth Carib-
bean. Institute of Education Annual, vol. 1, 1998, pp. 3–42.
This article discusses the feminization of teaching in North America and
Western Europe, and traces gender changes in the composition of the
primary school teaching force in the Commonwealth Caribbean from the
time of the LaTrobe reports of 1837 and 1838 to the present.
Locations
SOE Library, UWISA WI RES LA476 I57 C27 1998
Main Library, UWIM L11 I58
NLJ I5974787
COB Library W L101 C37 I57 1998
364
Miller, Errol L.
Gender composition of the primary school teaching force: A result of
personal choice? 18, [3] p.
Paper prepared for a Disciplinary Seminar on Women and Development,
3rd: Gender and Education, Kingston, Jamaica, 19–25 Nov., 1989. Spon-
sored by Women and Development Studies and Faculty of Education,
The University of the West Indies, Mona.
222 / Areas of Research
This paper seeks to answer the following questions: (1) What determines
whether an occupation will be inhabited by men or women and in what
proportions? (2) What are the factors that determine the gender composi-
tion of primary school teaching? (3) Is occupational selection purely a
matter of personal choice?
Locations
CGDS, UWIM LB1501/ Pamph. 99
CGDS, UWISA
365
Miller, Errol L.
The transformation of schooling and teaching in the Commonwealth Car-
ibbean. In Errol L. Miller, The prophet and the virgin: The masculine and feminine
roots of teaching (pp. 339–395). Kingston, Jamaica: Ian Randle, 2003.
This chapter attempts to examine the beginning of the transformation of
schooling and the masculine and feminine roots of teaching in the Com-
monwealth Caribbean in circumstances in which Europeans were the
dominant minority who had to allow schooling to be provided to the
marginal African and Indian majority.
Locations
Main Library, UWISA LC212.9 M55 2003
Main Library, UWIM LC212.9 M54 2003
COB Library LC212.9 M55 2003
NLJ 306.43 Ja Mil
366
Skervin, Hyacinth
Learning patterns of Caribbean boys in the secondary school. In Tony
Bastick & Austin Ezenne (ed.), Teaching Caribbean students: Research on social
issues in the Caribbean and abroad (pp. ??). Mona, Jamaica: Department of
Educational Studies, The University of the West Indies, 2003.
Location
Main Library, UWIM LB1028.25 C72 T42 2003
Teaching Materials / 223
Teaching Materials
367
Bailey, Barbara, & Parkes, Lois
Gender, the not-so-hidden issue in language arts materials used in
Jamaica. Caribbean Journal of Education, vol. 17, no. 2, Sep. 1995, pp.
264–278. (Special Issue in honour of D. R. B. Grant: Early Childhood
Education, edited by Rose Davies)
This study sought to determine the extent to which gender stereotypes
and male dominance are portrayed in the pictorial and word content of a
series of language arts textbooks used in Grades 1 to 3 at the primary
level of the Jamaican school system. The analytical approach was mainly
quantitative, comparing proportional representation of male and female
person-types (boys/girls, men/women) in the following areas: (1) picto-
rial content of the texts; (2) word content; (3) central character in stories
and number of speech acts appropriated to person-types; and (4) behav-
iour patterns of person-types in both pictorial and word content. The
data indicated an under-representation of female person-types, in the pic-
torial and word content of the books, as main characters and as directing
and controlling speech acts. Males and females were also characterized as
displaying gender-appropriate behaviours. Images presented in the books
leant towards an overall pattern of male dominance and corresponding
female subordination and invisibility.
Locations
SOE Library, UWISA SERIALS.
Main Library, UWISA L45 W5 C277 J8
Main Library, UWIM L11 C4
CGDS, UWIM LB1501/ Pamph. 1105
NALIS REF WI 370.509729 Ca
NLJ C3514
UVI Libraries LA475 C37
COB Library Periodical Collection
224 / Areas of Research
368
Buckley, Helen, & Walters, Gene
A report prepared for the Commonwealth of Learning for consideration
in a handbook for developing gender sensitive educational materials. Cas-
tries, St. Lucia: Organization for Cooperation in Overseas Development,
1994. 113 p.
This report includes sample components of the Comprehensive Teacher
Training Programme (CTTP)—a distance education programme offering
four academic upgrading courses to Caribbean women who are untrained
primary school teachers. Though the bulk of the publication is made up
of materials from these distance education courses, the opening section
contains descriptions of the programme’s general goals, its design for
easy access, its flexibility, its relevance and functionality, its teaching and
learning processes, its accessibility and gender inclusiveness and simplic-
ity, and its delivery and support system. These points suggest that the
programme is well-designed to serve non-traditional women students.
The sample materials appended include (1) the programme brochure; (2)
tables of contents for mathematics modules and for the integrated sci-
ence school-based assessment assignments showing programme accessi-
bility; (3) information on designing materials for and supporting busy
learners to show course management flexibility; (4) graphics, reading
exercises, and home science experiments showing relevance and func-
tionality; (5) an integrated science module table of contents, introduction,
summary and glossary, a module test marking sheet, and a science mod-
ule; (6) data on programme employee gender, sample edits of programme
materials highlighting sexist material, and material on identifying and
correcting sexist language to demonstrate the programme’s accessibility,
inclusiveness, and simplicity; and (7) a sample radio announcement to
show the programme’s delivery and support system.
369
Drayton, Kathleen B.
White man’s knowledge: Sex, race and class in Caribbean English lan-
guage textbooks. In Elsa Leo-Rhynie, Barbara Bailey, & Christine Barrow
Teaching Materials / 225
(eds.), Gender: A Caribbean multi-disciplinary perspective (pp. 159–182). King-
ston, Jamaica: Ian Randle Publishers in association with The Centre for
Gender and Development Studies, The University of the West Indies and
the Commonwealth of Learning, 1997.
This paper focuses on the power of textbooks to perpetuate Eurocentric
and patriarchal biases in contemporary Caribbean society. The Marxist
theories of capitalism and the sexual division of labour are presented,
providing the framework for examining the intersection of race, class,
and gender in both the textual and non-textual elements of the texts.
Locations
CERIS Photocopy #101
SOE Library, UWISA WI RES HQ1501 G46 1997
Main Library, UWISA HQ1501 G46 1997
Main Library, UWIM HQ1501 G46 1997
CGDS, UWIM HQ1101/Pamph. 1329
CGDS, UWISA LEOR
NALIS WI 305.3 Ge
NLJ 305.3729 Ja general
COB Library KA49 F4 G46 1997
ECLACPOS CDC 14106
WAND (729) 396.1 GE
UVI Libraries HQ1501 G46 1997
370
Harvey, Claudia; Jules, Vena; Williams, Gwendoline; Thurab,
Diane; & Carrington, Roslyn
Gender bias in primary school textbooks used in selected Commonwealth Caribbean
countries: An exploratory study. London: Commonwealth Secretariat, 1990.
vi, 130 p. (Prepared for the Commonwealth Secretariat)
Primary school textbooks from five countries: Barbados, Guyana,
Jamaica, St. Kitts-Nevis, and Trinidad and Tobago were selected for
study. An instrument was devised to analyse the texts targetted at 8- and
11-year-olds in the subject areas of language arts, social studies, mathe-
matics, and science. The study examined the portrayal of characters
divided into eight age and gender groups: girls, women, senior women,
226 / Areas of Research
female personifications; boys, men, senior men, and male personifica-
tions, in order to determine whether bias was displayed. The findings are
presented in two ways. In the body of the report, the data are presented in
a summary manner by country, while in Section 4, an analysis of each text
is presented. The data revealed that gender bias obtained in different ways
and to different degrees in textbooks used in all the countries. Moreover,
age and class biases were also indicated.
Location
SOE Library, UWISA WI RES LB3045.66 H37 1990
371
Milne-Home, Josephine Mary
Education and cultural imperialism: Gender and ethnicity in reading text-
books used in primary schools in Trinidad and Tobago. M.Ed. thesis,
University of Alberta, 1980. ix, 403 p.
This content analysis of reading textbooks used in primary schools in
Trinidad and Tobago attempted to understand some of the ways in which
curriculum materials for reading instruction had been colonized along
ethnic and gender lines. It posited that stereotyping or colonization of
knowledge shapes not only the social consciousness but also the individ-
ual consciousness or personality such that individuals come to accept the
images assigned to them in the process of socialization or enculturation.
A selection was made of 10 primary readers available to the primary
school teachers in the Trinidad and Tobago school system at different
points in time. The content analysis included (1) story-type analysis; (2)
themas analysis (looking at behaviour and roles); (3) biographies; (4)
occupations; and (5) illustrations. The results of the analyses showed that
traditional concepts of gender and ethnicity had been integrated into
curriculum materials. The reading textbooks were therefore telegraphing
stereotypes of gender and ethnicity to children in the school classrooms.
White males dominated over females and members of other ethnic
groups throughout—they were presented more often as main characters
in stories; they were more often the main characters of active mastery the-
mas; they were treated almost exclusively in biographies; they were shown
Teaching Materials / 227
in more occupations, including occupations that were accompanied by
prestige, status, and power; and they also appeared more often in the
illustrations. Those readers written for children in the Caribbean had
made progress in the direction of including members of different ethnic
groups, but females were still being cast in the stereotyped mould.
Location
SOE Library, UWISA WI RES LB3045.6 T8 M55 1980
372
UNICEF, & UNIFEM
Gender analysis of Belizean textbooks. Belize City: UNICEF; UNIFEM, 1991.
72 p.
This document provides verification lists to identify sexist content in the
language and images of Belizean textbooks. It reviews the country’s text-
books and offers recommendations to avoid sexism in education.
373
Whiteley, Peter N.
The gender balance of physics textbooks: Caribbean and British books,
1985–1991. Physics Education, vol. 31, no. 3, May 1996, pp. 169–174.
A survey of seven physics textbooks in use in the Caribbean and Britain
found a gender imbalance showing frequent depiction of males, particu-
larly as adults, which may have an adverse effect on the numbers of girls
continuing their studies in physics.
Location
SOE Library, UWISA SERIALS
374
Whiteley, Peter N.
The gender fairness of integrated science textbooks used in Jamaican high
schools. International Journal of Science Education, vol. 18, Dec. 1996, pp.
969–976.
228 / Areas of Research
This study compared a popular three-volume integrated science textbook
series published for use in the Caribbean in the 1970s and a new edition
of the same series. The study aimed to determine (1) whether changes had
occurred in the direction of gender fairness in the “main” Caribbean text-
book series; (2) the gender fairness of other textbooks being used; and (3)
possible changes that might be considered desirable. It was found that
some change had occurred in the direction of gender fairness between the
late 1970s and the late 1980s. However, current editions of integrated sci-
ence textbooks showed adult males in illustrations more frequently than
adult females, named very few female scientists, revealed other evidence
of “male bias,” and implicitly supported gender stereotypes. This bias
may encourage the maintenance of a masculine image of science and tend
to discourage girls from pursuing scientific careers in Jamaica.
375
Whiteley, Peter N.
Science textbooks in Jamaican high schools—Gender fair? In Barbara
Carby & Vilma McClenan (eds.), Gender, science and technology: [Proceedings of
the Conference on Gender, Science and Technology, UWI, Mona, February 1994]
(pp. 65–77). Mona, Jamaica: Centre for Gender and Development Studies
and Faculty of Natural Sciences, The University of the West Indies, 1997.
This paper outlines some of the reasons that might be advanced for the
provision of a suitable and motivating science education for all students,
irrespective of gender. It notes the unequal numbers of males and females
among those students pursuing the physical sciences to the General Pro-
ficiency Level of the Caribbean Examinations Council’s Caribbean Sec-
ondary Examinations Certificate (CSEC) in Jamaican secondary schools.
It then considers the “gender fairness” of two editions (1976–9 and 1989)
of a series of integrated science textbooks commonly used in Jamaican
secondary schools. A comparison ias made between the two editions, as
well as an analysis of one volume of each of four other similar current
“Caribbean” series and of a series published for use in Britain. It was
found that, overall, most of the integrated science textbooks used in
Jamaican secondary schools exhibit a male bias.
Technical and Vocational Education and Training / 229
Locations
CERIS Photocopy #90
SOE Library, UWISA Q130 C672 1994
Main Library, UWISA Q130 C672 1994
Main Library, UWIM Q130 C672 1994
Science Library, UWIM Q130 C672 1994
NLJ 305.4 Ja Gen
Technical and Vocational
Education and Training
376
Adams, Daphne
Vocational training in Jamaica and the opportunities for female participa-
tion. In International Labour Organization; CINTERFOR; Netherlands
Government, Final report of the Caribbean Regional Seminar on Coordination of
Vocational Training of the Woman [3 p.]. Port of Spain: ILO Caribbean
Office, 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16-18 Nov., 1981.
This paper describes vocational training programmes for women in
Jamaica provided by the Ministry of Education and the Ministry of Youth
and Community Development.
Location
Main Library, UWISA HD5715.5 C27 C371 1981
377
Alleyne, Marva B.
International Labour Organization. Caribbean Office
An assessment of the problems and observations in relation to vocational
training of women in the Caribbean. In Final report of the Caribbean Regional
230 / Areas of Research
Seminar on Coordination of Vocational Training of the Woman [4 p.]. [Port of
Spain: ILO Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper identifies 13 problems, including: (1) the variety of vocational
training opportunities offered at national levels and the apparent lack of
linkage and relationship existing between sponsorship agencies in terms
of programme content, structure, and relationship to each other; (2) the
apparent lack of consistency in the specific relationship of vocational
training programmes to national development projects and programmes;
(3) the apparent difficulty in recognizing the human resource needs of the
various countries and the inability to utilize the skilled resources of
women; (4) the problems of development planning without a thorough
and prior analysis of the human resources training needs related to the
specific areas planned for or envisaged, for example, in tourism; (5) the
apparent need for planners and policy makers to treat with urgency and
priority the collection and use of human resource assessment such as
inventories and evaluations in the aspects of nation(al manpower, sectoral
manpower, and project-related human resources; (6) the need for stan-
dardization of certification or accreditation in similar areas of skills; (7)
the frustration where vocational training efforts by societal attitudes seem
to be treated with too high a degree of indifference; (8) the need to imple-
ment research studies to assess the societal need for skills, not only those
of projected large-scale development plans, but also the needs of the
householder and the general community.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
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378
CINTERFOR
Second analysis of the ILO/CINTERFOR survey (1981) on the level of participa-
tion of women in vocational training programmes and the status of coordination of voca-
tional training programmes (14 English-speaking Caribbean countries and Suriname).
[S.l.: s.n.], 1981. [n.p.].
This is a second analysis of the results of an ILO/CINTERFOR survey
on the level of participation of women in vocational training programmes
and the status of coordination of vocational training programmes in indi-
vidual countries. It comprises five sections: (1) vocational training and the
labour force; (2) fields of training; (3) agencies administering vocational
training; (4) vocational training and relationship to national development
from the countries’ perspectives; and (5) the status of coordination of
vocational training in the countries.
Location
ECLACPOS CDC 6914
379
Cox, Michael Dec
A study of involvement of female students in industrial arts/technology
education in Barbadian secondary schools. M.S. thesis, University of
Wisconsin-Stout, 1988. 76 p.
380
Daley, G. E.
A comparison of gender perception of vocational education in two high schools in urban
Jamaica. Mona, Jamaica: The University of the West Indies, 1989. [n.p.].
381
Ellis, Patricia
Measures for increasing the participation of girls and women in technical and vocational
ducation and training: A Caribbean study. London: Commonwealth Secretariat,
232 / Areas of Research
1990. xii, 108 p. (Published in association with the Caribbean Association
for Technical and Vocational Education and Training)
This study identified successful initiatives taken by governments and
non-governmental organizations (NGOs) to increase the participation of
women in technical and vocational education and training. These
included: (1) the formulation of supportive policies at the national level;
(2) the organization of research activities; (3) the introduction of nonfor-
mal skills training programmes and income-generating activities; and (4)
the implementation of integrated development projects. The concept of
project success was examined and attention is drawn to the complex
interplay of contextual factors that critically affects the outcomes of proj-
ects and programmes. It was concluded that nonformal education pro-
grammes and small-scale projects had succeeded in increasing
participation of girls and women, and that it was the NGOs which had
pioneered initiatives.
Locations
CERIS 180:03
Main Library, UWICH LC1506 C27 E55 1990
Main Library, UWIM LC1506 C27 E45 1990
382
Ellis, Patricia
The need for female participation in technical and vocational education in
the Caribbean. Journal of Cooperative Education, vol. 26, no. 3, Spring 1991,
pp. 77–81.
Although more females than males participate in education in the Carib-
bean, few choose vocational-technical, math, science, or technology pro-
grammes. Barriers such as sex-role perceptions, socialization, stereotypes,
and lack of female role models perpetuate the gender divisions in educa-
tion and training.
383
Final report of the Caribbean Regional Seminar on Coordination of Vocational
Training of the Woman. Port of Spain: ILO Caribbean Office, 1981.
Technical and Vocational Education and Training / 233
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This seminar sought, among other objectives, to (1) examine the institu-
tional and functional aspects of the vocational training units in the Carib-
bean and to assess the nature and extent of coordination existing in the
various countries; (2) assess the impact of vocational training on the
development of women in the region; and (3) examine the nature of the
coordination necessary to ensure the meaningful contribution of voca-
tional training opportunities to the participation and further integration
of women in the economic and social development of the countries of
the region. The report presented the addresses, documents, and papers
presented at the seminar.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
384
Hurst, Natalie A.
International Labour Organization. Caribbean Office
Antigua and Barbuda: Coordination of vocational training for women. In
Final report of the Caribbean Regional Seminar on Coordination of Vocational rain-
ing of the Woman [5 p.]. [Port of Spain: ILO Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This country paper for Antigua and Barbuda indicated that the Technical
College provided technical/vocational training on a standardized basis.
Pre-vocational education was offered in some government schools. Sta-
tistics indicated that the male enrolment for welding, engineering, auto
mechanics, electrical installation, and so on, was higher than that for
females, but in the business education and hotel and catering courses,
234 / Areas of Research
although a fairly high percentage of males enrolled, there were usually
more females. It is still traditional that tasks which demand more strenu-
ous labour are pursued by males, though females are free to enrol. Areas
of emphasis for development identified include teacher training,
improvement of home economics centres, and handicraft programmes.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
385
Inniss, Fred O’N.
State of vocational training in Barbados with reference to the participation
of women. In Final report of the Caribbean Regional Seminar on Coordination of
Vocational Training of the Woman [3 p.]. [Port of Spain: ILO Caribbean
Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper provided an overview of the labour force in Barbados and the
technical/vocational training facilities that existed. Vocational training
for women was undertaken within the wider national development strat-
egy aimed at reducing unemployment and increasing the pool of skilled
workers. During 1980–81, an estimated 3,700 persons were said to have
benefitted from vocational training at various governmental institutions,
of which 2,415 were females and 1,285 males. Although sex-role stereo-
typing was noted to be still rather evident in the area of career choice, it
was stated that the government seemed firmly committed to a position of
creating conditions within the society that would enable women to
achieve their maximum potential and to participate fully and on equal
terms in the life of the nation. General developments in the area of voca-
tional training, and in women’s participation in particular, were outlined.
Technical and Vocational Education and Training / 235
Female participation in some traditionally male areas had risen, for exam-
ple, in auto mechanics, masonry, and so on, and greater encouragement
was being given to females to participate in more non-traditional pro-
grammes in the technological fields.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
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386
International Labour Organization. Caribbean Office
Country paper: British Virgin Islands. In Final report of the Caribbean
Regional Seminar on Coordination of Vocational Training of the Woman [2 p.].
[Port of Spain: ILO Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper indicated that at both primary and secondary education levels,
the only vocational course available to women was home economics in
one high school. Tourism was the main industry and on-the-job training
was provided for those employed in the industry. It was noted that
women did not apply for nor were they given jobs that the society felt
should be done by men. Private companies granted scholarships to
women in the areas of typing, shorthand, commerce, and bookkeeping.
Government also offered training opportunities overseas for men and
women. There were no other vocational training activities sponsored by
government or non-governmental organizations (NGOs).
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
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387
International Labour Organization. Caribbean Office
Country paper: Guyana experience. In Final report of the Caribbean Regional
Seminar on Coordination of Vocational Training of the Woman [7 p.]. [Port of
Spain: ILO Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper indicated that the ratio of persons in vocational training was:
2,239 male, 911 female. It provided a statistical breakdown for vocational
institutions indicating skill area and enrolment by gender. Women were
said to be taking full advantage of programmes available. The idea of
income-generating schemes as a form of self-reliance had been grasped
by many women’s organizations, both governmental and non-
governmental, and despite limited resources to provide relevant training,
many such projects had been undertaken.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
388
International Labour Organization. Caribbean Office
Country paper: St. Vincent and the Grenadines. In Final report of the Carib-
bean Regional Seminar on Coordination of Vocational Training of the Woman [4 p.].
[Port of Spain: ILO Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper noted that 90% of those who registered with the Youth
Employment Service, which was successful in finding unskilled jobs,
were women. Industrialization efforts had opened up opportunities in
Technical and Vocational Education and Training / 237
factories for women, and some factories carried out in-service training of
employees. The report lists vocational training centres and their pro-
grammes, where the main area of concentration for women was in handi-
craft and textiles.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
389
International Labour Organization. Caribbean Office
Vocational training for women in the Bahamas. In Final report of the Carib-
bean Regional Seminar on Coordination of Vocational Training of the Woman [3 p.].
[Port of Spain: ILO Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper described a six-month training course provided by the Indus-
trial Training Division of the Ministry of Education and Culture.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
390
Jayasinghe, Daphne
More and more technology, women have to go home: Changing skill
demands in manufacturing and Caribbean women’s access to training.
Gender and Development, vol. 9, no. 1, Mar. 2001, pp. 70–81.
This article focuses on case studies from Barbados, St. Lucia, and Trini-
dad and Tobago, where since the 1970s, many women have been
employed in export processing. In the factories, stereotypes among
women’s “natural” abilities have been used to devalue the skills they have
238 / Areas of Research
brought to labour intensive factory work and to keep wages low. In order
for the Caribbean to continue to compete in a competitive global employ-
ment market, and for women workers to continue to have access to paid
employment, it is essential that women’s existing skills be augmented by
training to meet the requirements of new industries and that gender
stereotypes concerning women’s abilities to perform male-dominated
jobs be challenged.
391
Jones, Funmilayo M.
A report of the ILO/CINTERFOR survey on the level of participation of women in
vocational training and the status of coordination of vocational training programmes in
ten English-speaking Caribbean countries and Suriname. [Port of Spain, Trinidad:
International Labour Organization. Caribbean Office], 1981. [n.p.].
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This survey sought to obtain information on (1) female labour force par-
ticipation in the Caribbean; (2) female participation in vocational training;
(3) agencies administering vocational training programmes; and (4) the
status of coordination of vocational training in the individual countries.
Questionnaires were mailed to 19 countries but data for only 10 English-
speaking Caribbean countries and Suriname were received. The survey
found that women constituted between 30–36% of the Caribbean labour
force, and despite what appeared to be a higher level of participation of
women in vocational training, women were over-represented in clerical
training and traditional skill areas associated with being female. Neither
were women sufficiently represented among those receiving managerial
or technical skills required for jobs that paid significantly well. Country
responses regarding the relationship of vocational training to national
development were found to be superficial. Eighty-seven and one-half
percent (87.5%) of the countries viewed coordination of vocational train-
Technical and Vocational Education and Training / 239
ing as necessary. It was recommended that: (1) a system be instituted to
determine to what extent women were being absorbed into the labour
market; (2) Caribbean countries collaborate regarding vocational training;
and (3) a more in-depth study of female participation in the labour force
be conducted.
Location
ECLACPOS CDC 2660
392
Meade, Alfreda
Vocational training in Montserrat (with special reference to vocational
training for women). In Final report of the Caribbean Regional Seminar on Coor-
dination of Vocational Training of the Woman [3 p.]. [Port of Spain: ILO Carib-
bean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper provided an overview of vocational training activities that
were sponsored either by the government or by voluntary bodies. In for-
mal training areas, secretarial courses had attracted the females, and
mainly women were involved in the knitting, spinning, weaving, embroi-
dery, and sewing of the enclave industries. The Social League of Women
in Plymouth provided training skills in plain sewing, wine making, tapes-
try, and rug making, while the Women’s League of Bethel was involved in
a cotton cultivation project. Ad hoc women’s groups had been organized
by the Social Welfare Division of the Ministry of Education, Health and
Welfare in different parts of the island from time to time. Skills in sewing,
cooking, and food preservation had been the main focus.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
240 / Areas of Research
393
Pooran, Peter Compton
International Labour Organization. Caribbean Office
Some technical aspects of coordinating training activities for women. In
Final report of the Caribbean Regional Seminar on Coordination of Vocational
Training of the Woman [4 p.]. [Port of Spain: ILO Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper discussed the precise areas in which coordination of training
activities for women could be established, the manner in which this could
be achieved, and the means of implementation. It noted that there was a
need to develop greater technical capacity and services that could initiate,
promote, and sustain vocational activities for women. National education
and training systems were found to be overtaxed and sometimes unable
to cope with normal in-school situations. It was observed that while
developing and sustaining high academic standards, the education and
training systems had been slow in responding to demands of societies in
meeting new technological demands, in satisfying the needs of socially
disadvantaged groups, and in coping with population growth. The aca-
demic tradition had left those promoting vocational training for women
outside the school system with the task of fostering attitudinal changes in
favour of vocational training and the elimination of prejudices against the
employment of women in some fields of activity. The demand for one
kind of national educational training, integrated into national and educa-
tion structures to improve effectiveness, respectability and attractiveness,
was stressed.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
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394
Shorey, Norma
Work of the Women and Development Unit within a strategy for voca-
tional training for women. In Final report of the Caribbean Regional Seminar on
Coordination of the Vocational Training of the Woman [4 p.]. Port of Spain,
Trinidad: ILO Caribbean Office, 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981.
This paper outlined the efforts of the Women and Development Unit
(WAND), as a regional agency within the Extra Mural Department of
The University of the West Indies (UWI), in supporting and promoting
programmes that help women to develop their full potential and contri-
bution to their community.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
395
St. Kitts-Nevis. Department of Labour
The St. Kitts-Nevis position. In Final report of the Caribbean Regional Seminar
on Coordination of Vocational Training of the Woman [5 p.]. [Port of Spain: ILO
Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper indicated that the existing position with respect to the voca-
tional training of women in St. Kitts-Nevis was a product of a combina-
tion of the nature of the economy and contemporary views concerning
the place of women in the economy. It noted that all organized training
was in the public sector and that women had gravitated towards certain
occupations.
242 / Areas of Research
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 2615
396
Welch, Vinston C.
Industrial arts for girls: Desirability of a program of industrial arts for girls of Barba-
dos. Oswego, NY: State University of New York, College of Education,
1971. vi, 83 p. (Industrial Arts Education, State University College
(Oswego, N.Y.). Research Papers)
397
Williams, Amoy
International Labour Organization. Caribbean Office
Country paper: Dominica. In Final report of the Caribbean Regional Seminar on
Coordination of Vocational Training of the Woman [5 p.]. [Port of Spain: ILO
Caribbean Office], 1981.
Caribbean Regional Seminar on Coordination of the Vocational Training
of the Woman, St. John’s, Antigua, 16–18 Nov., 1981. Sponsored by
International Labour Organization; CINTERFOR; Netherlands
Government.
This paper indicated that vocational training was done by government
institutions as well as non-governmental organizations (NGOs) like the
Social League, the Northern District Progressive Women’s Club, and the
Women’s Institute of Portsmouth, which all carried out basically the
same time of training. The Clifton Dupigny Technical College offered
both part-time and full-time courses. A junior secondary programme had
been launched by the Education Department, and the Technical College
was also expected to provide on-the-job training for school leavers.
Locations
Main Library, UWISA HD5715.5 C27 C371 1981
ECLACPOS CDC 261