Gender meanings and inclusion of girls in primary education among the Ta-oy tribe in Saravan Province, Southern Lao PDR

Using feminist theories highlighting standpoint theory as anchor, this mixed study investigated how 159 household, 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 were gathered using surveys, FGD, and Key Information Interviews and analyzed descriptively through frequency counts and percentages. The Pearson Chi-Square test was used to determine the relationship between sociodemographic characteristics and the respondents' view on gender role. The majority (64.8%) of the respondents were male; with no formal education, upland rice farmer, with an annual income of US $ 120.00 or less and got married as early as age 11 with majority (62.3%) between the ages of 16 and 20 years old. Almost half (49.1%) 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. Moreover, 30.8% of the respondents considered girls as second priority in terms of school participation if resources are limited. This is reflected in the female:male enrolment rates (1:1.13 in primary school; 1:1.39 in lower secondary school; and 1:6.32 in upper secondary school in 2013), which could be culturally driven. Psychoanalytical feminist consider early childhood experiences to impact as gender in equality, reinforced by continuation of gender roles and relationship throughout childhood. This results in a belief that men are masculine and women are feminine. However, respondents' socio-demographic characteristics such as sex (0.052), educational attainment (0.1), occupation (0.38) and annual family income (0.06) 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 girl's 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.