ABSTRACT
Gender inequality in education is a well established fact. World-wide, females do not attend school as often, are not afforded the instructional opportunities, and do not derive educational outcomes and benefits comparable to males (Finn, Reis and Dulberg, 1982). The general patterns of these inequities have been documented by research in North America, Australia, Europe, the United Kingdom, Africa and Asia, and they are strikingly similar in kind and occurrence (Finn, Dulberg and Reis, 1979). The specific causes, magnitude, effect and solutions of gender discrimination are less unequivocal.
