Constructed Gender Relations at School Environment on School Dropout among Adolescents in Maputo Province and City in Mozambique

Lina Elias Salimao – Moi University, Eldoret, Kenya
Willice Abuya – Moi University, Eldoret, Kenya
Donald Wandere – Moi University, Eldoret, Kenya
Isabel Casemiro – Edwardo Mondlane University, Mozambique

Abstract: Over the years, there has been a notable improvement in school attendance for school-going children. However, school dropout among girls has been experienced in sub-Saharan Africa, especially in Mozambique. This paper examines the extent to which constructed gender relations in the school environment can influence school dropouts in Maputo Province and Maputo City in Mozambique. The study employed social feminist theory. The study used a qualitative case study research design guided by both a pragmatic and transformative worldview. The study targeted 92 school dropouts, 7 key informants (Secondary school heads), 16 secondary school teachers, and 30 non-dropout students in Maputo City and Maputo Province. Snowball Sampling was used in selecting study participants, whereby each person interviewed was asked to suggest additional people for interviewing until saturation was achieved. Data collection methods were in-depth interviews, focus group discussions, and observation. The study revealed that a good relationship in the school environment plays a role in ensuring that adolescents can develop social competence and the ability to make the sort of relationship required for cohesive studies. Also, social cohesion within the school environment influences the social well-being and retention of the adolescent in school and in shaping the future of an individual. The study concluded that reinforcement of teachers and students is paramount for adolescents to develop a positive attitude towards their studies. The study recommends that the government of Mozambique should formulate and implement educational policies to guide in retention of students in school.