000			01451cam a2200217 4500500
005			20250121031828.0
041			_afre
042			_adc
100	1	0	_aGastineau, Bénédicte _eauthor
700	1	0	_a Gnele, Josette _eauthor
700	1	0	_a Mizochounnou, Saturnine _eauthor
245	0	0	_aSchool Practices and Gender in Primary Schools in Cotonou
260			_c2016.
500			_a25
520			_aThis article discusses girls and boys experiences of gender in primary schools in Cotonou (Benin). Despite rising educational levels, gender inequities in education persist. Boys and girls are enrolled in primary schools in equal in Cotonou but there is an unequal treatment. Our objective is to explore gender segregation, and the treatment of boys and girls in primary schools during the lessons. Two schools were included in the study. We employed 26 teachers completed in-depth interviews and classroom observations. Our findings indicate that gender role norms influence interactions between teachers and students and teaching. The classroom organizing and the sharing of the responsibilities (for the classroom cleaning for example) are also influenced by gender’s representation gender.
690			_agender
690			_aBenin
690			_aprimary education
786	0		_nAutrepart | o 74-75 | 2 | 2016-12-14 | p. 3-22 | 1278-3986
856	4	1	_uhttps://shs.cairn.info/journal-autrepart-2015-2-page-3?lang=en&redirect-ssocas=7080
999			_c453687 _d453687