In this mixed methods research, a private K-12 Moroccan school serves as a case study for examining lagging secondary education attainment for female students in developing countries. Through the use of questionnaires, interviews, and classroom observation, this study examines educators’ expectations for students, classroom instruction and interactions, and student aspirations in a group of students preparing to transition from primary to secondary education. While educators are found to have similar expectations for their students and to offer equitable learning opportunities in the classroom for males and females, there is a mismatch for many male and female students between what they would prefer to study in secondary education and what their families and society value. These findings suggest that Morocco’s secondary education tracking system may be contributing to lower educational attainment for both male and female students.
Acknowledgements: This author acknowledges the Michigan State University College of Education and Graduate School for their support in conducting this research.
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