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When Access is Not Enough: educational exclusions of Rural Girls in Peru By Patricia Ames

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Ames, Patricia. 2005. "When Access is not Enough: Educational Exclusion of Rural Girls in Peru," in SheilaAikmanandElaineUnterhalter, Eds. Beyond Access: Transforming Policy and Practice for Gender Equality in Education.OxfamGB.

Denzin, Norman andYvonna Lincoln.2011. "Introduction: The Discipline and Practice of

QualitativeResearch," 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.

Maxwell. J (2013)."A Model for Qualitative Research Design," chapter 1 Qualitative Research Design: An Interactive Approach. Thousand Oaks, CA: Sage.

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Qualitative and Quantitative

"The study was conducted in four Andean villages over one school year, with a follow-up visit in the subsequent academic year" (Ames, 2006).

2 different villages were selected which included "language differences, productive activities, ecological location, pattern of settlement, size and location, and type of school" (Ames, 2006).

Measured values was used as well as characteristics and observations. Data collection about the villages were taken at the beginning of the research.

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Interviews

Interviews with teachers, students, and families

Observations

observations in the classroom, home life, and day to day functions.

"During the studies in the Andean villages, we observed in detail the daily routine of girls at different ages" (Ames, 2006).

Took Census/Data Collection

School Ratios and percentage of age groups in school and general information of villages.

"We carried out a census of the whole population, nothing whether school-age children were attending school or not" (Ames, 2006).

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What factors stand in the way of access of school in Peru speficically for girls?

What are the Factors that work against girls completion of primary education?

Why do girls drop out or not complete school more than boys in Peru?

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Constructivist/Interpretivist Theory

Ames (2006) used case studies to base her research on:

Human experience

Social construction

Background and Experience

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To increase knowledge about why girls have inequalities within education in rural areas in Peru.

To identify why girls drop out of school.

Research why girls are excluded from school and do not have the same accessibility as boys.

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"To investigate the causes and dimensions of educational exclusion of rural girls in Andean areas of Peru" (Ames, 2006).

"12% of the adult population are illiterate, 17.6 percent of those adults are women and 6% are men" (Ames, 2006).

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When Access is Not Enough: educational exclusion of rural girls in Peru

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When Access is Not Enough: educational exclusion of rural girls in Peru

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By Patricia Ames