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Dissertation/Thesis Abstract

An analytical case study: Curriculum development and girls' education in Yemen
by AL-Arashi, Lamis Yahya Hussein, Ed.D., Cambridge College, 2015, 160; 3701844
Abstract (Summary)

Yemeni women have a subordinate position in the conservative, male-dominated society, and girls’ education remains a challenge. The school curriculum perpetuates the traditional values of social injustice, and Yemen is in the last place among 142 countries for gender equality. The purpose of this case study was to explore the role of the education curriculum in Yemen, to describe how that curriculum represents women, and to explore how that representation impacts the place of Yemeni women. The conceptual framework drew on theories of gender equity and equality in education, and their application to Yemeni curricula and girls’ education. Data were gathered from eight Yemeni women aged 25 to 35, using both face-to-face and electronic questionnaires. Data analysis began with coding and categorizing until themes emerged to identify the absence of female voices in curriculum and the role of literature in promoting gender equality. The Yemeni curriculum does not effectively address social justice and girls’ education. Research findings suggested that a relevant literature curriculum that included Yemeni women authors and subjects could motivate Yemeni women to think critically about their status in society and encourage the voices of women to narrow the gender disparity. Findings showed that the inclusion of women in the Yemeni curriculum could have the following three critical impacts: inspiring the minds of both boys and girls, developing girls’ self-esteem, and empowering young women leaders. Recommendations included a revision and development of the current Yemeni curriculum so that it features both males and females as equal citizens and encouraging greater public awareness of the value of women’s experience in the development of the country. This may help to build a sense of equality and social justice.

Indexing (document details)
Advisor: Salia-Bao, Kemoh
Commitee: Lynch, Kathleen, Maio, Stephen
School: Cambridge College
Department: Educational Leadership
School Location: United States -- Massachusetts
Source: DAI-A 76/09(E), Dissertation Abstracts International
Subjects: Literature, Educational leadership, Womens studies
Keywords: Female voicelessness, Gender inequality, Girls' education in yemen, Literature-women writers, Social justice
Publication Number: 3701844
ISBN: 978-1-321-72755-5
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