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1. Determining the attitudes towards girls' education and educated women in Bangladesh (attitudes of men, women, boys, and girls)

2. Examine the impact the FSP has had on lives and attitudes on different individuals (not just girls)

3. To find out how successful the FSP was and its sustainability in relation to the current attitudes of individuals in Bangladesh surrounding girls' education

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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.

Raynor, J. (2005). "Educating Girls in Bangladesh: Watering a Neighbor's Tree?" in Sheila Aikman and Elaine Unterhalter, Eds. Beyond Access: Transforming Policy and Practice for Gender Equality in Education. Oxfam GB.

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Raynor's (2005) case study fits within the interpretive and constructive paradigm. In her effort to determine the attitudes of girls' education in Bangladesh after the implementation of the FSP (Female Stipend Program), she utilizes predominantly qualitative research methods to conduct work that interprets the different realities of her research subjects that aims to have an impact on the research participants (Morrison, 2007, p. 27). As an education professional in Bangladesh, Raynor (2005) experienced discussions and questions from those around her regarding the purpose for and implementation of the FSP (Raynor, 2005, para. 3). Her research results in an interpretative case study (Denzin and Lincoln, 2011, p. 13) developed from questioning research participants who were directly affected by the FSP.

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Raynor (2005) has experience working in the Bangladeshi education field which provided her with experience and information that there was still a lack of understanding surrounding the FSP, as well as resistance towards it, mainly associated with traditional beliefs about women and girls in society and that it discriminated against boys (para. 3). With a constructivist approach (Lincoln, Lynham, and Guba, 2011, p. 98), Raynor is able to relate and evaluate her realities and understanding to the realities of those interviewed about the FSP and girls' education in her case study.

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Raynor (2005) utilizes mainly qualitative methods to answer her research questions. Background information about girls' education in Bangladesh and the FSP are provided to show that the current issue of girls' education in Bangladesh is deeply rooted in traditional beliefs and values surrounding the role of women in Bangladesh society. Therefore, it is necessary to gain a more comprehensive understanding of an individual's views towards girls' education and the FSP, of which cannot be determined by qualitative data. The use of questionnaires and interviews allow her to examine more complex thoughts and beliefs that cannot be concluded with quantitative methods. Quantitative methods were used early in the research until qualitative methods were necessary to determine conclusions for the presented research questions.

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Raynor (2005) examines and questions individuals on multiple areas of knowledge and beliefs on the effects of girls' education on society in attempts to answer her research questions:

1. Perceptions of FSP and girls' education

2. Benefits of girls' education for girls, women, and society

3. Education and cultural values

4. Impact on more access to schooling

Despite the implementation of the FSP and increased enrollment rates for girls in secondary-schools, Raynor (2005) identifies that women's empowerment and potential employment are not goals of the FSP program, though throughout her study, individuals at times expressed those outcomes of an education. Traditional beliefs still surround girls' education and the FSP does not have strong aims to enhance the lives of women (Raynor, conclusion, para. 4).

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Raynor (2005) utilized the following qualitative methods:

1. Interviews

-41 interviews were conducted with six secondary-

school girls, four secondary-school boys, nine

mothers, five fathers, nine head-teachers, and ten

implementers (project personnel, etc.)

2. Questionnaires

-given to 456 respondents, completed by 233 girls,

166 boys, 15 female teachers, 31 male teachers, and

5 'others'

3. Observation

4. Review of Documentation

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1. What are the attitudes towards girls' education, educated girls and women, attitudes towards the FSP, and the FSP's effects on social attitudes? (Raynor, 2005, para. 2)

2. "Does girls' education strengthen traditional gendered roles or lead to empowerment? Is it seen to be beneficial or detrimental to the individual girl, to boys and men, and to society as a whole?"

3. "Is girls' education regarded now as a need, a right, or a luxury, and what is its perceived purpose?"

4. "Is maintenance of cultural values seen to be more important than formal education for girls? Do dominant social groups use 'culture' as an argument to preserve the status quo?"

Raynor, 2005, para. 2