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Ames, P. (2005). When Access is not Enough: Educational Exclusion of Rural Girls in Peru. In Aikman, S. and Unterhalter, E. , Eds. Beyond Access:Transforming Policy and Practice for Gender Equality in Education.Oxfam GB.

Denzin, N. and Lincoln, Y. (2011). Introduction: The Discipline and Practice of Qualitative Research. In Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage.

Lincoln, Y, Lynham, S. and Guba, E. (2011). Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited. In Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage

Morrison, M. (2007). What do we mean by educational research?. In M. Coleman & A. Briggs, Eds. Research Methods in Educational Leadership and Management.London, England: Paul Chapman Publishing.

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The study by Ames (2005) seeks to examine the causes and dimensions of educational exclusion of rural girls in Andean areas of Peru . For the information the study is looking to examine, Ames (2005) uses both quantitative and qualitative data collection methods to examine attendance and also the factors and variables that influence girls' schooling. By utilizing both styles of collection methods the study is able to identify those students who attend regularly, those who attended irregularly, those who dropped out, those who did not graduate to the next grade at the end of the school year, and the reasons for this behaviour (Ames, 2005).

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Ames (2005) uses different methods to obtain both qualitative and quantitative information during her study. Below are methods used through out her study:

- Sample population carefully selected with the four villages selected reflecting different situations which might affect girls' schooling.

- Research team with identified roles

- Completed a census of the whole population

- Registered students enrolled at the beginning of the school year to be able to track attendance rates, those who graduated, failed to graduate, and dropped out.

- Re-examined enrollment and attendance at the beginning of the next school year to compare to previous school years rates

- Conducted classroom observations, observations of the teachers interactions with children and their families in and out of school,

- Conducted interviews with girls not attending schools or attending infrequently and their families, girls who had dropped out in second or third grade

- Monitored girls with good attendance and their families

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Ames (2005) has a PhD in Anthropology of Education and completed research that has examined various issues in rural education, such as gender equity. This study accounts for how gender roles, cultural, and economic variables are factors that still hinder girls' schooling despite increased access. Lincoln et. al (2011) indicates how human nature operates in a world based on a struggle for power leading to interactions of privilege and oppression based on race, ethnicity, socioeconomic class, and gender (p. 102). Lincoln et. al (2011) also indicates how reality shaped by these factors, historical realism, crystallized over time (p.100). Ames (2005) examines her study acknowledging how all these factors and realities impact girls' schooling.

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Despite increased access to schooling, girls' completion of primary education continues to be problematic.

Though gender parity has been achieved in primary education, fewer boys than girls are enrolled in secondary education.

In Peru, the villages of Las Chulpas, Abracancha, Las Lomas, and San Juan have more boys than girls attending schools and more girls than boys have dropped out.

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Based on the methods Ames (2005) used to examine the research questions in her study, it would fit best under the paradigm of critical theory. Morrison (2007) indicates that critical theory does not adopt a neutral stance in relation to the world and this was taken into account through out the study. Ames (2005) recognized and acknowledges that there could be many factors affecting girls' schooling, not just one. Lincoln, Lynham, and Guba (2011) also indicate how critical theory accounts for how reality is shaped by social, political, cultural, economic, ethnic, and gender values (p.98). During the study, Ames (2005) considers how productive activities, gender roles, language, ecological locations, patterns of settlement, economic conditions, types of schools, and the size and location of schools could impact girls' schooling.

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What different situations or variables might affect girls' schooling?

Do productive activities, gender roles, ecological location, economic conditions, and school location impact attendance, specifically in girls?

How does the relationship between students and the school impact girls' schooling?

What influence does different social and cultural expectations of girls and boys have on girls' schooling?

Do the practices followed by the school counteract drop out rates or strengthen them?

Are the schools possibly promoting exclusion in the classroom?

Do poverty levels impact attendance levels?

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To determine why despite increased access there still is a disparity between girls and boys attending and completing school (Ames, 2005).

To determine why despite relatively high levels of enrolment, segments of the female population still suffer from educational exclusion (Ames, 2005).

To determine if there are multiple factors that affect girls' schooling and identify what those are (Ames, 2005).

To examine if schools and teachers, directly or indirectly, promote exclusion in girls' schooling (Ames, 2005).