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Discrimination and stereotypes in school

The following are examples of the discrimination and stereotypes which prevent girls’ access to quality education:

Both men and women teachers have low expectations of girls’ intellectual skills, since it is thought that girls are inherently less intelligent than boys.

Teachers ignore girls and give less feedback. It is claimed that girls have eight times less contact with teachers than boys.

Teachers frequently report that they enjoy teaching boys more than girls.

Girls have lower self-esteem and fewer expectations of themselves in and out of school; they think that their future consists primarily of being wives and mothers.

Women teachers’ and girls’ low expectations are reinforced by textbooks, curricula and assessment material, with no female role-models.

Boys usually have sufficient encouragement and space to express themselves; girls are not provided with similar arrangements to express themselves

Prizes won by girls and girls’ achievements are not as widely reported or publicized as boys’.

There is a clear tendency to use sexist language, perpetuating discrimination and ability to challenge the persistent violence suffered by girls in schools.

Girls suffer sexual assault and harassment by male teachers and classmates.

The education authorities are often unaware of such assaults and may even be reluctant to intervene, especially if they consider such conduct to be “natural”.