Gender Meanings and Inclusion of Girls in Primary Education Among the Ta-oy Tribe in Saravan Province, Lao PDR

Abstract

Using feminist theories highlighting standpoint theory as anchor, this mixed method study investigated how 159 households, 68 lower secondary school students, 10 focus group discussion (FGD) participants and two key informants from 13 villages in the Ta-oy District, Saravan Province, Lao PDR defined gender and its implications to girls’ inclusion in primary school. Data was gathered using surveys, FGD, and Key Informant Interviews. The Pearson Chi-square test was used to determine the relationship between socio-demographic characteristics and the respondents’ view on gender role. The majority of the respondents were male; with no formal education, upland rice farmers, with an annual income of US$120.00 or less and got married as early as age 11 with majority between the ages of 16 and 20 years old. Almost half defined gender as “men and women who are working in solidarity in the farm.” This is the reason for expecting girls to do household chores as a priority over school participation. The respondents’ socio-demographic characteristics such as sex, educational attainment, occupation and annual family income were not significantly related to their view on gender role regarding girls’ inclusion in school. It can be surmised, though, that fathers among the Ta-oy tribe played a major role in inhibiting girls’ participation in school. Therefore, school officials at the local levels need to address this concern to ensure compliance to MDG number 2 or universal access to primary education