{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/14001"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/14001","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"A study of gender equality in one of Swaziland's secondary schools: A case study","abstract":"The purpose of my investigation was to study gender equality in one of Swaziland's secondary schools. This was a case study. The aim was to determine the extent to which gender equality was being practised, if at all. The study was based on socialization theories presented by some feminists. The theories discussed in this thesis are the Liberal feminist theory, the Socialist feminist theory, the Radical feminist theory, the Psychoanalytic feminist theory, the Postmodern feminist theory and the Third World feminist theory. Feminists believe that early socialization and sex-stereotyped attitudes about boys and girls have a fundamental effect on the processes of education in relation to teaching style and methodology and the way in which learning is negotiated by boys and girls. Feminists believe that the teachers as well as their fellow male students usually marginalize girls at school. In this case study a school in urban Swaziland was selected.","abstract_html":"The purpose of my investigation was to study gender equality in one of Swaziland's secondary schools. This was a case study. The aim was to determine the extent to which gender equality was being practised, if at all. The study was based on socialization theories presented by some feminists. The theories discussed in this thesis are the Liberal feminist theory, the Socialist feminist theory, the Radical feminist theory, the Psychoanalytic feminist theory, the Postmodern feminist theory and the Third World feminist theory. Feminists believe that early socialization and sex-stereotyped attitudes about boys and girls have a fundamental effect on the processes of education in relation to teaching style and methodology and the way in which learning is negotiated by boys and girls. Feminists believe that the teachers as well as their fellow male students usually marginalize girls at school. In this case study a school in urban Swaziland was selected.","abstract_has_math":false,"creators":["Tsabedze, Dorothy S"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Steyn, Melissa"],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-22T22:23:19Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/14001","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Steyn, Melissa"]},{"key":"dc:creator","label":"Author","values":["Tsabedze, Dorothy S"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-09-15T10:31:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-09-15T10:31:04Z"]},{"key":"dc:date.issued","label":"Date","values":["2002"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/14001"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: leaves 89-92."]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of my investigation was to study gender equality in one of Swaziland's secondary schools. This was a case study. The aim was to determine the extent to which gender equality was being practised, if at all. The study was based on socialization theories presented by some feminists. The theories discussed in this thesis are the Liberal feminist theory, the Socialist feminist theory, the Radical feminist theory, the Psychoanalytic feminist theory, the Postmodern feminist theory and the Third World feminist theory. Feminists believe that early socialization and sex-stereotyped attitudes about boys and girls have a fundamental effect on the processes of education in relation to teaching style and methodology and the way in which learning is negotiated by boys and girls. Feminists believe that the teachers as well as their fellow male students usually marginalize girls at school. 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The theories discussed in this thesis are the Liberal feminist theory, the Socialist feminist theory, the Radical feminist theory, the Psychoanalytic feminist theory, the Postmodern feminist theory and the Third World feminist theory. Feminists believe that early socialization and sex-stereotyped attitudes about boys and girls have a fundamental effect on the processes of education in relation to teaching style and methodology and the way in which learning is negotiated by boys and girls. Feminists believe that the teachers as well as their fellow male students usually marginalize girls at school. 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