ABSTRACT
Despite research linking educational processes with the persistence of gender based inequalities in the public sphere of the workforce and the political system and the domestic sphere of the household and family, little research has centered on the schools—the socialization patterns, texts and curricula, interaction between teachers and students and the like. Most of the studies of women’s education in third world settings consist of educational outcome literature. Nowhere is this more obvious than in this section of the bibliography which is noteworthy for its brevity.
