South African Journal of Education versão impressa ISSN
0256-0100 MAHLOMAHOLO, Sechaba MG. Gender differentials and
sustainable learning environments. S. Afr. j. educ. [online].
2011, vol.31, n.3, pp. 312-321. ISSN 0256-0100. The centrality
of quality education provisioning for all towards a better and
socially just life is acknowledged globally. To date, however,
there are still skewed gender differentials unfavourable to
girls, thus impeding gender equality. In this paper I report on
the reasons for leaving school early cited by out-of-school
girls in North-West Province, South Africa. These reasons are
juxtaposed against those cited by out-of-school boys to show how
powerful gender as 'positioning in discourses' appears to be.
Structured focus group interviews using the adapted version of
'Masitsa's inventory' were conducted. Qualitative data were
coded and analysed based on frequency tables. The findings
reveal that more girls than boys say they leave school early
owing to: repeated failure; long distance