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Ames, Patricia. 2006.  "When Access is not Enough: Educational Exclusion of Rural Girls in Peru," in Sheila Aikman and Elaine Unterhalter, 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.

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 research team used both qualitative and quantitative methods to gather research for this comprehensive study. This  allowed the team to gain a full picture of what schooling looks like in this region of Peru and the reasons for why that is the case.

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Ames conducts an ethnographic study in which she uses both quantitative and qualitative tools.

Quantitative methods, such as observations and document reviews were used to collect numerical data that would help identify how many students attended school regularly and irregularly, those who dropped out, and those who did not graduate to the next grade at the end of the school year.

Qualitative methods, such as interviews and on-site classroom observations were then used to explore why these behaviors occurred.

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Phenomenology/Interpretivism

Because Ames uses a relativist ontology, reality needs to be interpreted. Therefore, it is used to discover the underlying meaning of events and activities. In this study, Ames seeks to discover the underlying meaning for why girls' attendance rates are so low in Peruvian schools.

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Relativist ontology

Because of the paradigm Ames follows, she uses a relativist ontology meaning there is no single reality or truth; instead reality is created by individuals in groups, in this case the community members in the Andean villages of Peru. The reality of the educational experience for girls in Peru is constructed through the meanings and understandings developed socially and experientially. Ames's findings reveal that there various reasons why rural girls in Peru face problems of access and attendance at school and offers actions that can be taken to counteract these problems.

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What are some of the causes of girls being excluded from education in rural Peru?

What actions can be taken to counteract rural girls' problems of access and attendance at school?

Is access to school enough?

How can the quality of education be improved?

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To look closely into the schooling in rural Peru, specifically the conditions affecting girls

To investigate the causes and dimensions of educational access and exclusion of rural girls in Andean areas of Peru

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Phenomenology as a form of interpretivism: "where the emphasis is placed on the way human beings give meaning to their lives; reasons are accepted as legitimate causes of human behavior; and agential perspectives are prioritized" (Morrison, 2007).

This paradigm is used throughout Ames's study, as she seeks to learn about the experiences of girls in Peru from their point of view.