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Women and Literacy in Morocco
Jennifer E. Spratt
The Annals of the American Academy of Political and Social Science
Vol. 520, World Literacy in the Year 2000 (Mar., 1992), pp. 121-132
Published by: Sage Publications, Inc. in association with the American Academy of Political and Social Science
Stable URL: http://www.jstor.org/stable/1047037
Page Count: 12
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This article examines the gender gap in literacy and education in Morocco, presenting the distribution of education and literacy by gender, its relation to labor force participation and family health, and the implications for literacy efforts that these factors suggest. Morocco's literacy and educational participation rates for both genders, while improving, remain among the lowest in the region, and a large gender gap-22 points for adult literacy-persists. Like men, women with a relatively high degree of education benefit in the urban labor market. In the rural labor market, postprimary education appears to be a liability, especially for females, although females with only a primary certificate may fare better than males. As elsewhere, literate and educated Moroccan women tend to have fewer children, lose fewer children to disease, and use more modern health care practices. More effective literacy work in this context demands improved statistics, targeted research, and attention to societal expectations.
The Annals of the American Academy of Political and Social Science © 1992 American Academy of Political and Social Science