Educated Perception

Girls Perception of Education Raheela Ahsan Class of 2014

Introduction This senior independent project investigates how girls around the world perceive the value of education and what facilitates and constrains their pursuing an education.

Research Question What is the perception of girls around the world, both socioeconomic advantaged and disadvantaged, of the value of education?

Research Method Qualitative, phenomenological survey of representative girls’ experiences, perceptions, and values

Population Female students ages 14 – 19.

Covering 4 relevant demographics : United States Mexico Pakistan Zimbabwe Socioeconomic status: Privileged Underprivileged

* Equal number of privileged & underprivileged subjects represented in each Country

Population interviewed from select schools Zimbabwe – Chirakanenyama Zimbabwe - Matau High Pakistan – Sacred Heart School for girls Pakistan – Apwa Govt. School for girls Pakistan – Cathedral School for girls Dallas – The Hockaday School Dallas – Conrad High School Mexico – Colegio Madrid Mexico - ESG No.1

Tinagona Organization with Dr. Tererai Trent in Zimbabwe

Trent, Tererai, Dr. Digital image. Tinogona Foundation. Tinogona Foundation, n.d. Web. <http://www.tinogona.org/>

Dallas Refugee Center

Sacred Heart School in Lahore, Pakistan

Digital image. Sacred Heart Convent School. Institute of the Sisters of Charity of Jesus and Mary, n.d. Web. <http://www.shsscjm.com/>.

Colegio Madrid in Mexico City, Mexico

Digital image. Colegio Madrid. Colegio Madrid, AC, n.d. Web. <http://www.colegiomadrid.edu.mx/>.

Data Collection Classification Demographics Socioeconomics Using a snowball sampling method, qualitative data was collected from girls in both socioeconomically privileged and disadvantaged circumstances in countries representing four different regions of the world.

NVIVO-organized analysis was employed to discern major themes in their responses to survey questions.

Interviews were conducted through surveys and phone calls. Relying on a network of local and international acquaintances (â&#x20AC;&#x153;snowballâ&#x20AC;?).

Education

How will education support you ?

Educate Parents on Importance of Education

Data Collection Scores of paper and electronic surveys were distributed to select girls population in each country.

Surveys were translated in local regional languages: Urdu for Underprivileged Pakistani subjects and in Spanish for underprivileged Mexican subjects.

Teenaged girls in both socioeconomically underprivileged and privileged regions answered the survey questions; some were electronically uploaded and emailed, while others were physically shipped to the US. All data was electronically compiled, tallied the quantitative responses (yes/no), and collected the qualitative responses using NVIVO software.

Limitations Preliminary Study: limited number of subjects not a statistically meaningful survey sample

Phenomenological Study: results not generalizable the selected subjects represent a subset of the overall population in a particular demographic

Preliminary Insight: survey scope is narrow Convenience Sample

Limitations Responses and Views were possibly shaped by multiple underlying factors and influences such as; culture, size of family, social and political climate of a region, beliefs , traditions, customs.

The undertaken study does not explore in depth the influence of each one these factors in detail or experiment the behaviors of subjects when different influencing factors are eliminated.

The study explores the ideas, thoughts and perceptions that teenage girls have about seeking education, acquiring education, utilizing education and benefiting from education in their current environments.

Findings: quantitative

Relevance of educated parents to childâ&#x20AC;&#x2122;s education Mothers Receiving Higher Education 100%

75%

Privileged Underprivileged

50%

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Relevance of educated parents to childâ&#x20AC;&#x2122;s education

Do Educated parents educate their children?

100%

75%

Privileged

50%

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

Will you seek higher education in a College or a University ?

Girls Seeking College Level Experience 100%

75%

50%

Privileged

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

The Cost of Education

Cost of Education by Socioeconomic Class Underprivileged students

% of household income spent

Privileged students

% of household income spent

23%

free education

5%

free education

15%

less than 10%

18%

less than 10%

20%

less than 25%

45%

less than 25%

13%

less than 50%

20%

less than 50%

29%

less than 75%

5%

less than 75 %

7%

spend over 75 %

Costs per Total Population

Free Education ?

Total Population 38% of overall population received free education 62% of overall population regardless of socioeconomic status paid for education

Underprivileged 58% of students received free education 42% of students spent family income on education

Privileged 17% of the privileged class received free education 83% of the privileged class paid for education

Cost of Education Regardless of social class and economic status most families spent a significant amount of household income on education.

Education was free for only 38% of the entire population studied , while 62 % of the population paid some amount of money and income to receive education.

Privileged class paid the most for education in spite of education being available for free.

General perception amongst privileged class was that free education was substandard.

Cost of education placed strain on household finances of both underprivileged and privileged classes.

Education improves Social and Financial Status 100%

75%

50%

Privileged

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

Hurdles

Hurdle: Family Opinion and Practice 100%

75%

50%

Privileged

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

Hurdle: Religion 100%

75%

Privileged

50%

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

Hurdle: Culture 100%

75%

50%

Privileged

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

Hurdle: Availability of Facility 100%

75%

50%

Privileged

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

Findings: qualitative

Is education a good thing?

93% of subjects agreed that education had benefitted their families 85 % agreed that education improved the social and financial status of their families 89% agreed that education played a very important role in their day to day lives.

98% would agree to educate their own children

Is education reaching the public?

There is shortage of educational facilities, contrary to popular belief Majority of deserving families do not receive free education Opportunities to make education easily accessible are few Which suggests more investigation into the UN Millennial Goals for 2015 If families had additional financial resources, many would spend them on receiving a higher quality education and forgo free schooling

Gender Disparity â&#x20AC;&#x201C; Less than Expected Privileged: 90% of subjects had both fathers and mothers that had received a secondary and higher education Underprivileged: 58% of the fathers had received a secondary or higher education while only 43% of the mothers received higher education

Gender Disparityâ&#x20AC;&#x201C; Surprising Results Overall, boys education was favored over girls education by a 40% margin Gender Disparity highest in Zimbabwe Gender Equality highest in Mexico Dallas had 30% favorable results towards boys education whereas Pakistan is less than 21%

30% of the privileged class and 47 % of the underprivileged reported that boys were given more preference in education than girls

Are boys more educated than girls in your community ?

100%

75%

50% Privileged

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

Where do you see yourself in 10 years ?

Privileged Students

• Running a company • As a Chief Executive

Officer • As a doctor • As a philanthropist • A Lawyer • A Surgeon • Economically stable • Textile designer • Public servant

• Govt. Officer • As Author • Politician • Financially

Independent • As an educator • A journalist • Graphic designer • Successful • Happy

Where do you see yourself in 10 years ?

Underprivileged Students

• A doctor

• Taking care of

• An educator

orphans • Taking care of the old and sick • A farmer • An Agricultural officer • A teacher

• Taking care of my

parents • A nurse • Business owner • A pilot • A public servant

Our goals may differ – but we share the same dream !

“Plant Farmer” — Zimbabwean student’s biggest goal in life

“Teacher” — Zimbabwean student’s biggest goal in life

drawings submitted by girls in Zimbabwe

Concluding Insights

How can we educate more girls?

Educating Parents and Society Educate Parents on the value of education Inspire more girls to learn Make it socially acceptable for girls to be educated Motivate girls with female mentors Set goals Provide tools to follow a career path Incentivize with jobs

Change Perceptions Educate parents about their equal responsibility towards girls Educate parents and communities about religious stereotypes Increase awareness on consequences of early marriages and pregnancies Change the stereotype that girls belong in homes only

Will you marry after completing your education?

100%

75%

Privileged

50%

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

Make Schooling Free and Accessible Create more free schooling facilities in developing nations Financial support for underprivileged families allows them to keep girls in school Provide easy, electronic access to education Provide more scholarships in developed nations Improve the quality of education in free institutions Create job placements paths post education

What does education do for the Privileged?

Financial independence Higher social status Better jobs Key to economic success Most powerful weapon Gender equality Elevating lifestyle Broaden intellect Successful future Close gender, income and status gaps

What does education do for the Underprivileged?

Improve financial situation Eradicate poverty Allow me to take care of my parents Earn for my parents Get a job Have a better living Better future Bring food for my family Pay school fees for my siblings Clothe my siblings Teach others

Impact of Education on a Familyâ&#x20AC;&#x2122;s wellbeing 100%

75%

50%

Privileged

25%

0% Dallas

Pakistan

Mexico

Zimbabwe

Underprivileged

All About Perception View of the parents, society, culture, and the girls themselves Remember, two-thirds of the worldâ&#x20AC;&#x2122;s illiterate population are women

1) Educate parents and societies on the value of girls education

2) Educate Girls

Perception Eradicate social and religious stereotypes Inspire and educate Mentor Map career paths and future success If you can dream it , believe it , you will achieve it !