Women´s motivations with secondary education (within an
Transcript of Women´s motivations with secondary education (within an
0
Tec
What motivates women to go
to secondary school?
– A case study in Babati, Tanzania
Södertörn University | School of Natural Science, Technology and
Environmental Studies | Bachelor Thesis 15 ECTS | Development and
International Cooperation| Spring 2013
By: Anja Melin
Supervisor: Vesa-Matti Loiske
Acknowledgements
I would like to thank all of the wonderful young women that I have been able to meet and
interview during this study. You have taught me some much, and for that I am thankful. “As
humans we need to acquire something, we have a purpose on earth. I need to learn and then
maybe I can use it somewhere” Dunya.
Abstract
This case-study was conducted in Babati Town in Tanzania and examines what motivates
women to go to secondary school and the goals that they have with their education. Semi-
structured interviews were conducted with 12 young women and a content analysis was
conducted on the interview narratives.
Motivation plays a vital role for being able to accomplish and perform well in education and
to improve future life. Maslow’s theory of motivation, the needs hierarchy, is used to examine
how the women’s motivations can be viewed. The concept of empowerment is used to
examine if the women are motivated by empowerment. The results of this study show that
control over their own life is a primary motivation for the women as well as having an income
and a job. The results are connected to previous research showing that the goals of having a
stable income and attracting a well-educated partner are primary motivations. The women are
primarily motivated by the higher levels of Maslow’s needs hierarchy, i.e. the esteem needs
and the study shows that women’s motivations can be connected to empowerment. The study
also connects Maslow’s needs hierarchy and empowerment to development.
Key words: Maslow, empowerment, development, control, self-esteem
Table of Contents
1. Problem formulation .......................................................................................................... 1
2. Purpose ............................................................................................................................... 2
3. Research questions ............................................................................................................. 3
4. Previous research ................................................................................................................ 3
5. Theory ................................................................................................................................ 5
5.1 Maslow ............................................................................................................................. 5
5.2 Empowerment .................................................................................................................. 7
5.2.1 Empowerment, as defined in this essay .................................................................. 11
6. Method ............................................................................................................................. 12
6.1 Respondents and interviews ........................................................................................... 13
6.2 Material .......................................................................................................................... 14
6.3 Operationalization .......................................................................................................... 15
6.4 Reliability and validity ................................................................................................... 15
7. Empirical data .................................................................................................................. 16
7.1 Narratives ....................................................................................................................... 16
7.2 Quotes and short stories from the other respondents ..................................................... 23
8. Analysis ............................................................................................................................ 24
8.1 Motivations ..................................................................................................................... 24
8.2 Maslow’s hierarchy of needs .......................................................................................... 27
8.2.1 Analysis Maslow’s hierarchy of needs .................................................................... 29
8.3 Empowerment ................................................................................................................ 31
8.3.3 Analysis Empowerment .......................................................................................... 33
8.4 Concluding Analysis ...................................................................................................... 33
9. Conclusion ........................................................................................................................ 36
10. References ........................................................................................................................ 39
11. List of respondents ........................................................................................................... 41
12. Appendices A-B ............................................................................................................... 42
A: Interview questions ............................................................................................................. 42
B: Secondary schools ............................................................................................................... 43
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1. Problem formulation
Women’s life quality increases through education, for instance by enhancing their ability to
affect family decisions and thereby lowering fertility rates. Women’s position is strengthened
by education (Sen, 2002, p. 208-209). Education affects both men and women positively by
increasing their access to knowledge and information and by increasing their individual
independence. Young men have more contact with the outside world (especially in developing
countries) and the effects of education are therefore more visible among women who are more
isolated. Women therefore often gain more autonomy and power through education.
Relatively high levels of education have the most impact on women’s autonomy. The effects
vary between countries and cultures, and are affected by the degree of a country’s
development (Jejeebhoy, 1995, p. 36-37). Education has positive effects on both women and
the society, which makes it a relevant and interesting area of research. Women’s and their
families’ well-being, as well as the state’s wealth and economy are dependent upon women’s
accomplishments. The higher education a women has, the likelier it is that she participates in
the labor force (Hide and Kling, 2001, p. 364).
It is obvious that development and education are two interacting processes. It is difficult to
say that one causes the other, they both co-exist and affect each other. Education can
empower women by affecting their age of marriage and child-bearing, but education cannot
be seen as an isolated factor. Empowerment is also affected by other variables, such as the
level of economic development and the characteristics of social structures (Moulton, 1997, p.
3). Cochrane (1979) argues that there is a strong link between fertility rates and education
(Moulton, 1997, p. 5). Schooling affects women’s social, economic and personal behavior
which in turn affects fertility rates and survival rates of children. Jejeebhoy states that the
more educated women are the later they marry and hence get smaller families. Secondary and
higher education has the most impact. (Jejeebhoy, 1995, p. 17-22, 36-37, 60-61, 97-98). Much
research in developing countries shows that women’s primary education affect societies in a
positive way. Research on how higher education for women affect development has not got
the same attention (Tjomsland, 2009, p. 407-408). Research on how higher education for
women affect development has not been given the same attention and it is therefore an
important area of research. The focus here will therefore be on women in secondary school.
Motivations and goals play an important role in fulfilling and accomplishing education
(Raufelder, Jagenow, Drury, Hoferichter, 2012, p. 1) and it is of great importance to
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encourage young people to attend school in a regular way (Dunne and Ananga, 2013, p. 204).
Humans are motivated by their basic needs: physiological needs, safety needs, love needs,
self-esteem needs and self-actualization needs (Maslow, 1943, p. 372-382). Self-
transcendence is another motivating factor (Koltko-Riviera, 2006, p. 302-217). These needs
will be explained more in detail in the theoretical chapter. Education is seen as a way of
empowering women, and it will be examined if empowerment also is a factor that motivates
women in their education. Concepts of empowerment will be used as a theoretical framework
and it will be examined if motivations can be connected to empowerment.
It is vital to understand women’s motivation to be educated, as it is important to accomplish
education because of its positive effects on both individual women and the society. Higher
education for women has positive implications for development, as it creates societies that are
more gender equitable (Tjomsland, 2009, p. 422-423). It is therefore vital to support women
in their studies and to understand what drives humans, in this case women, in their actions and
decision making. It can contribute to improvements in women’s schooling and give us a better
understanding of the society they live in.
2. Purpose
As explained above, education is a way to increase women’s autonomy and affect fertility
rates positively (Jejeebhoy, 1995, p. 36-37). The purpose with this case-study is to examine
what motivates young women in Babati to attend secondary school and what their goals are
with their education.
It is vital to understand women’s motivations, to understand why they act in certain ways. It
can also contribute to an understanding and insight in how a society is constructed. Women’s
motivations and goals can be seen as a reflection of the society they live in, an understanding
of these is a vital factor to bring about positive changes for women and the society. By
understanding why women choose to go to school and how this affects them, the positive
effects may be supported and reinforced.
The aim is also to widen the research on this area, higher education for women, which has
not been given the same attention as primary education for women. This research can
contribute to previous research on women’s motivations, verify earlier results or demonstrate
other aspects of motivations.
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3. Research questions
What motivates women to go to secondary school and what are their goals with their
education? Are their motivations connected to empowerment?
4. Previous research
Rosaevelia Aldaco conducted a study on Latina women in the United States and their main
motivations when accomplishing a bachelor’s or master’s degree. Their main motivation was
their parents’ support. The study showed that the parents’ support led them to seek higher
education, and that their families functioned as the principal motivation for attaining higher
education. The family’s support was seen as a central factor for their success (Aldaco, 2010,
p. 25-26).
Lyndsay Bunter’s case study in Kerala, India, examined students pursuing a master’s degree
and showed that higher education was a step towards getting a white-collar job. Women were
motivated by having an income and a stable employment, which would make consumerism
possible and increase their status. This in turn led to advantages in the marriage market, and
the women believed that their high education would attract highly educated men. The women
saw high education as a way of lowering the dowry that their families would pay when they
married. The family had influence on the women’s decision to study. The women felt that the
family supported them, but also that it was a necessity for them to study. The family played a
central role in their decision to study. Independence and financial stability also functioned as
motivating factors. A career was perceived as a way to achieve financial freedom from their
relatives (Bunter, 2005, p. 15- 22).
Yingning Wang’s research in the United States examines the educational gap between
blacks and whites using data from i.e. surveys and the national census. He examined high
school students, and shows that higher wages and better opportunities for marrying a well-
educated partner motivate women in their educational attainment (Wang, 2009, p. 1-17).
Angela D. Coker’s qualitative research “African American female adult learners:
motivations, challenges, and coping strategies” examines women’s motivations with their
education. Ten women between 21 and 52 years old were included in the research. Her results
show that their main motivations were connected to development: self-development, family
development and community development. Self-development was a primary motivating factor
with their higher education. Education was perceived as a means to achieve empowerment
and personal change. Their goal was to develop critical thinking and reach their highest
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potential. Education was seen as a means to enhance their opportunities to get a job and to
strengthen their self-definition. Financial stability was also an important factor. Family
development was another central aspect of motivation. The women in the study believed and
hoped that their personal development would lead to improvements for the whole family.
They also wanted to be role models for their children, and fulfill their families’ expectations.
The women wanted to make higher education a tradition in their families, many of them were
the first generation that attained college. The women were motivated by the idea that they
could affect the society, they regarded themselves as leaders of the community. They
identified themselves with the community and their actions to attain higher education were
perceived as political. They wanted to state that African American individuals could achieve
higher education (Coker, 2003, p. 654-674).
In conclusion, previous research show that the parent’s support, influence and will play an
important role in motivating women to pursue higher education. To have an income and stable
employment functioned as motivating factors, as well as being independent and having
financial freedom. In the case of Kerala, marrying a well-educated man and lowering the
dowry pay were motivating factors. Personal, family and community development were also
factors that motivated women to study.
The cultural environment can have effect on what types of factors that motivate women in
pursuing higher education. In Kerala there is a greater focus on marriage although this theme
is repeated in Wang’s research. Independence and a stable income are two reoccurring
themes. The studies also focus on different levels of education, from high school students to
adult learners. The adult learners show a more developed reasoning around how education
affects development, both personal and community development.
This study examines women’s motivations regarding their education, which is similar to the
previous presented research. The previous research, that I have been able to find, examines
women on high school, Bachelor and Master level and has been conducted in the United
States and India. All of the studies have used a qualitative approach with few respondents,
except Wang’s research which uses quantitative data from different sources. This research
focuses on women in secondary school, similar to high school and Bachelor level and was
conducted in Tanzania. I am using empowerment and Maslow’s needs hierarchy as a
theoretical framework.
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5. Theory
This chapter is divided into two sections. The first section explains and examines Maslow’s
needs hierarchy and the second section looks at empowerment.
5.1 Maslow
Abraham Maslow’s theory of human motivation will be used to examine the women’s
motivations. Their answers will be connected to the needs hierarchy. In Maslow’s theory, all
humans are motivated by needs and these needs can be seen as a hierarchy. These needs are
connected, and to be able to satisfy one need, the previous need has to be satisfied first. When
the primary needs are satisfied, other “higher” needs become motivating. The motivations can
be seen as goals, which the human is motivated to achieve. The motivations therefore affect
human behavior (Maslow, 1943, p. 370-396).
The needs are connected to each other and most individuals are partly satisfied in their
needs. The human is dominated by unsatisfied needs. The possibility to fulfill these basic
needs is dependent on the freedom to speak, justice, fairness etc. The needs are also culturally
determined, a person borne into slavery do not know what freedom is and might not strive for
it (Maslow, 1943, p. 370-396). The four first levels are called deficiency needs, because they
motivate us until we have satisfied them and then they cease until we are motivated by
deprivation again. To satisfy them the human are motivated to act. The fifth level is called the
being-needs, we are motivated to achieve these needs without being driven by deprivation.
The higher needs include curiosity drive and esthetic motivation (Neher, 1991, p. 90-92).The
human needs are categorized accordingly:
The Basic Needs:
1. Physiological needs: These needs can be seen as the major motivation for humans.
The human being would not be able to function without these needs which include
hunger, thirst, sex and sleep. These needs are seen as fundamental to survive and for a
human who is missing everything in life, these needs would be the most motivating
(Maslow, 1943, p. 372-376).
2. Safety needs: A safe and well-functioning society is a central aspect of the safety
needs. A society which can protect the individual from criminals, extreme weather and
tyranny. It also includes having a job and a safety net. Knowledge and experience play
a vital role by abolishing ignorance. Religion can also be a way of seeking safety. The
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safety need dominates in situations of war and emergencies (Maslow, 1943, p. 376-
380).
3. Love needs: If the previous needs are fairly satisfied, the need for love and
belongingness will appear. The need includes social relationships, friendship and
affection. The goal becomes achieving love, which include both receiving and giving
affection (Maslow, 1943, p. 380-381).
4. Esteem needs: These needs include evaluating oneself to feel self-respect and esteem.
One part of this includes the desire for achievement, independence, freedom, strength
and confidence. The other part includes the desire to have respect from others and
status in the society. Appreciation and recognition from others is important. If these
needs are satisfied it results in feeling of usefulness, self-confidence and strength
(Maslow, 1943, p.381-382).
5. Self-actualization needs: If all the previous needs are satisfied, the need for self-
actualization will develop. It is the desire for self-fulfillment and to become everything
that one can be. It includes using one’s full potential. The goal varies between
individuals, it can be to be a perfect father, dancer or athlete. Maslow states that in any
person who has a creative capacity, the self-actualization need will take this form
(Maslow, 1943, p. 382-383).
Koltko-Riviera describes Maslow’s needs hierarchy with six levels. He has developed
Maslow’s theory according to Maslow’s journals and thoughts:
1. Physiological survival needs: Pursues to attain the basic necessities in life.
2. Safety needs: One seeks safety through law and order.
3. Belongingness and love needs: Strives to achieve belonging with a group.
4. Esteem needs: Strives to achieve esteem through achievement or recognition.
5. Self-actualization: Strives to reach one’s full potential.
6. Self-transcendence: Seeks causes beyond one-self and unity through i.e. peak
experiences.
(Koltko-Rivera, 2006, p. 302-303)
The sixth level includes striving to achieve ideals, helping others and working for certain
causes such as social justice. One seeks not only to benefit oneself, but to benefit others. It
also includes seeking to feel an identity beyond one-self through i.e. through experiences with
nature or mystical experiences (Koltko-Riviera, 2006, p. 302-217).
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Chulef, Read and Walsh examines human goals through empirical studies and confirms
Maslow’s theory of motivation, considering several aspects. The physiological or biological
needs are similar to the study’s sexual and physical goals, the safety and security needs are
similar to the needs of stability, safety, security and avoidance of negative situations. Their
interpersonal goals, which include friendship, receiving from others and belongingness are
similar to Maslow’s affiliation needs, and their educational, intellectual and creativity goals
are related to the esteem needs. The interpersonal goals, related to personal growth and self-
determination is connected to the self-actualization needs, and the goals of “finding a higher
meaning” can be linked to the self-transcendence step (Chulef, Read and Walsh, 2001, p.
224).
In this study Maslow’s hierarchy of needs will be described and used with six steps. The
sixth step, transcendence, was part of Maslow’s thoughts, but he was not able to develop and
integrate it in the needs hierarchy before his death. The last step complements his theory.
5.2 Empowerment
Besides using Maslow’s theory of motivation, the concept of empowerment through
education is used. Amartya Sen’s book Development as freedom and his ideas that women are
empowered through education will function as a broad and overall theoretical framework and
demarcation. Sen develops his thoughts about how women are strengthened through
education and how this leads to decreased birth rates which increase young women’s
wellbeing (Amartya Sen, 2002, p. 208-209). Education increases the opportunities for control
and can therefore be seen as empowering (Tengland, 2008, p. 86).
Empowerment is a concept that is used frequently in development work (Rowland, 2008, p.
77). Research has found that empowerment can be used as a strategy that can lead to
improvements in poverty reduction and community health (Hennink et al., 2012, p. 203).
Empowerment can have different meanings in different cultures and context, and its
applicability may vary. The term is used in development work, and created in a Western
context. Here the term will be used in a Tanzanian context, empowerment can therefore be
perceived in differing ways by different actors. I have chosen to use empowerment due to its
position in development work, and the positive implications it can have for both individuals
and societies.
Concepts of empowerment will function as the theoretical framework. There are different
definitions and concepts of empowerment. Autonomy and empowerment are concepts that are
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similar to each other and used in comparable ways. Different definitions of these concepts are
explained in the section that follows.
Jejeebhoy uses the concept autonomy and defines it as having control over one’s own life. It
means being able to affect decisions that have influence on one’s life. She uses the definition:
“the ability . . . to obtain information and use it as the basis for making decisions about one’s
private concerns and those of one’s intimate” (Jejeebhoy, 1995, p. 7). She argues that
education can increase women’s autonomy in developing countries. This in turn affects
fertility behaviors. She discusses five aspects of autonomy that are affected by education:
Knowledge autonomy: Education increases women’s awareness of the world and different
ways of living which affects their opportunities and willingness to question authorities.
Values and attitudes are affected by education and women’s increased knowledge improves
their self-reliance and they are therefore more confident to question the established order
(Jejeebhoy, 1995, p. 37-41).
Economic and social autonomy, and self-reliance: Women’s economic independence
increases with education which affects their social status and acceptance. They get more
control over economic resources and rely more on themselves rather than on others. Women’s
control over material resources increases. They are also more likely to rely on their own
incomes and savings when getting older. Education increases women’s participation in the
wage-sector which gives them an independent income (Jejeebhoy, 1995, p. 50-53).
Decision-making autonomy: Women’s voice and participation in decision-making processes
increases through education, both in questions regarding their own well-being and in family
questions. She is more confident to take part in decisions, which include taking decisions
about the size of the family, expenditures and contraception (Jejeebhoy, 1995, p. 41-45).
Emotional autonomy: The family dynamics can change as a cause of women’s education.
Education increases women’s self-worth and there is a greater intimacy and equal relationship
between spouses. Women’s loyalties shift to the marital relationship and towards the children
rather than to relatives. Their independence from the extended family increases. (Jejeebhoy,
1995, p. 47-49).
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Physical autonomy: Education can affect women’s physical autonomy in two ways, due to
their knowledge about other societies and of the world. First, their freedom of movement
increases as a result of their contact with the outside world. Second, educated women are
expected to use available services in a greater extent, due to their self-confidence. Educated
women are more likely to demand their rights and more confident to communicate with
officials and service-providers (Jejeebhoy, 1995, p. 45-47).
Jejeebhoy presents these aspects of autonomy and states that the literature supports the
linkages between education and autonomy. Factors such as gender stratification and
patriarchal structures also have an effect on women’s autonomy and can therefore limit the
impacts of education. The length of the education also affects the impacts of autonomy, and
relatively high levels of education often have the most impact (Jejeebhoy 1995, p. 36-53).
Jejeebhoy uses the concept autonomy, which is similar to empowerment. The definitions of
empowerment will be examined and compared with autonomy.
Empowerment is strongly connected to power and being included in the decision-making
process. People should be able to have access to political structures and formal decision-
making. Having an income enables economic decisions. Empowerment also means being able
to see one’s potential and developing a confidence. Liberation from negative social
constructions and oppression is a part of this. One should also be able to influence close
relationships and involved in political structures and together be able to affect the society.
Empowerment means being able to affect your situation by understanding it.
McWhirter (1991) defines empowerment as a process which involves powerless people,
groups or organizations who get insight in the power relations that affect their life. To get
control over their lives they develop abilities and then utilize this control in their own life with
respect for others rights. In a last step they help others to achieve empowerment. This can be
called a situation of empowerment, if only a few steps are fulfilled it is referred to as an
empowering situation.
Keller and Mbwewe (1991) define empowerment as when women are able to challenge
their subordination. This occurs through a process where women increase their self-reliance
when they develop skills to organize themselves to take independent decisions and take
control over resources (Rowland, 2013, p.101-107).
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Empowerment can be seen as a goal where one’s ability to control one’s life increases. This
includes control over one’s income and work, home, leisure, values, health and close
relations. It means being able to decide and having opportunity to change and influence these
aspects through for example communication or political actions such as voting. Autonomy is
a central aspect of empowerment. Autonomy means to be able to reflect critically and choose
one’s values and wishes. Autonomy increases the ability to control one’s life. Knowledge and
consciousness is another part of empowerment. To be aware of one’s situation and knowing
one’s rights is empowering, as well as learning skills to know how i.e. to fill in forms to lend
money from the bank. Self-knowledge is also a part of this, to be aware of one’s strengths and
weaknesses can help to develop as a person. Self-esteem, how one values one as an
individual, and self-confidence, the beliefs about one’s capacity to handle situations are other
aspects of empowerment. These aspects can increase a person’s ability to control one’s life.
Freedom is another aspect of empowerment, it can be defined as having opportunities in life,
to get a job etc. to gain more control over one’s life.
To reach the goal of empowerment, an increase in the knowledge aspects, health aspects
(autonomy, self-confidence etc.) or the freedom aspect described above have to occur, so that
a person gain more control over her life. Control is the central aspect of empowerment in this
definition (Tengland, 2008, p. 77-90).
Empowerment can be defined as when persons, societies etc. obtain control over questions
that is of most concern for them (Kar, Pascual and Chickering, 1999, p. 3). Kishor (1997)
defines female education as a source of empowerment, where empowerment is defined as
control. Control defined as “the ability to ´access information, take decisions, and act in their
own interest, or the interest of those who depend on them (p.1)” (Sisask, 2001. p. 35-36).
Researchers for USAID examined how rural women in Nepal understood the concept of
empowerment. The women defined empowerment as:
- Understanding issues, having knowledge and being literate.
- Making decisions, standing on your own legs, having a job and being able to support
yourself.
- Having the ability to help and teach others.
- Having confidence, being able to speak in public surroundings.
- To be able to take distance from domination, especially from men.
- Having good relationships with others and being a leader.
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- To be able to move freely.
(USAID/Nepal 1996, see Moulton 1997, p. 13-14)
Hashemi, Schuler and Riley (1996) developed empirical indicators for empowerment when
examining women in Bangladesh and their participation in rural development programs and
credit banks. Their definition of empowerment includes:
- Having political and legal awareness.
- Being involved in major decisions with husband.
- Having mobility to be social and doing business.
- Being able to do purchases.
- Being able to participate in political campaigns and protests.
- Being relatively free from domination from the family.
- Having economic security (owning, savings and cash).
(Hashemi et al. 1996, see Moulton 1997, p. 14-15)
The literature states that education is a way of empowering women, and the question is
whether they are motivated by empowerment or not. Several definitions of empowerment and
autonomy have been presented in this essay. The definitions are connected to each other and
several similarities can be found. In this essay a definition will be created based on the
presented definitions.
5.2.1 Empowerment, as defined in this essay
A core meaning of empowerment is control (Kar, Pascual and Chickering, 1999, p. 3).
Control is strongly connected to the ability to take own decisions and act in one’s own
interest, and in your children’s interest (Sisask, 2001. p. 35-36). Decision-making is a central
aspect of empowerment, being able to have access to information and knowledge to take own
decisions (Rowland, 2013, p.101-107). Knowledge contributes to autonomy by providing
information which increases awareness and affects the ability and willingness to question
authorities and going your own way (Jejeebhoy, 1995, p. 37-41). Knowledge and awareness is
central parts of being able to influence your situation. Empowerment also includes a sense of
self-worth, feeling valuable as a person which implies taking decisions that has positive
affects for one self (Jejeebhoy, 1995, p. 47-49). Empowerment means having freedom of
movement and having confidence to speak in public surroundings. It also includes being able
to help others (USAID/Nepal 1996, see Moulton 1997, p. 13-14). It implies self-reliance and
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economic independence, having a job and an income (Jejeebhoy, 1995, p. 50-53).
Empowerment can be defined as being relatively free from domination (Hashemi et al. 1996,
see Moulton 1997, p. 14-15). Empowerment means that you are able to help yourself, but also
that you have the capability to help others and affect the society you live in (Rowland, 2013,
p.101-107). Empowerment also includes that you are able to have good relations and that you
are able to be a leader (USAID/Nepal 1996, see Moulton 1997, p. 13-14).
Empowerment can be seen both as a process and a goal (Tengland, 2008, p. 92-94). In this
essay I am interested in whether the girls strive for empowerment or not, and empowerment is
therefore seen as a goal. In summary, the core meaning of empowerment that Tengland
describes, that one gains control over one’s life, is the central part of the concept
empowerment. This aspect has to be achieved through changes in some of the other presented
aspects (for example the freedom aspect) for one to say that one is striving to be empowered
(Tengland, 2008, p. 77-90). For example, one’s freedom of movement increases which affects
one’s ability to take control over one’s life.
6. Method
The qualitative approach, chosen in this study, does not aim to achieve broad generalizations
but to get deeper insights in the specific situation. The goal with qualitative case-studies is to
examine how persons perceive and interpret a situation (Merriam, 1994, p. 9-10), in this case
what motivates women in their secondary education. The choice of conducting a case-study
was also dependent upon the good logistic opportunities in Babati, where Södertörn
University has developed a strong collaboration with the local community. Women’s
motivations, which is the focus in this study, can be found everywhere in the world, and
therefore Babati seemed a reasonable place to implement this research.
This study was conducted in two governmental secondary schools and one private
secondary school in Babati Town. The schools were chosen by my field assistant. The choice
was strategic since I wanted both a governmental and a private school. This is also called
purposeful sampling which aims to get both depth and breadth based on the chosen problem
formulation (Malterud, 2009, p.56-57). In this case the focus is on women in secondary
school and to get some breadth, both governmental and private schools were included. There
are costs to attain secondary school, but private schools are more expensive than
governmental schools. We visited Bagara Seconday School (governmental), Babati Day
Secondary School (governmental) and Aldersgate Secondary School (private).
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In Tanzania secondary school is divided into ordinary level and advanced level. Ordinary
level consists of four years, from Form one to Form four. Advanced Level consists of two
years, from Form five to Form six. Secondary education has fees, both governmental and
private schools costs money although governmental schools are less expensive. Of course,
expenses increase with the education level. Students at secondary school have to afford these
expenses and if the family does not have the necessary income they are not able to send their
children to school.
6.1 Respondents and interviews
The teachers or the class mates chose what girls that should be interviewed, and because this
choice was not random I chose to have a strategic approach. Girls with different ages were
chosen for the interviews. When the teacher chose the students one can assume that they
chose students with high grades who were motivated to study. When the class mates chose
girls for the interview one can assume that they chose their friends. This has effect on the
results and when analyzing the data one has to keep this in mind. The friendship between the
girls can imply that their answers may be affected by each other, and the teacher’s choice
might imply that the most motivated girls were chosen. One has to assume that girls that were
not as motivated to study was left out of the study. Nevertheless, it is still interesting to
examine these girls’ motivations.
The intention was to have girls with different social backgrounds and economic situations,
but due to the costs that are connected to secondary school it can be assumed that most girls
have a middle class background. The results of this study, what motivates women, have
therefore to be viewed with this background. A couple of interviews were made with younger
students, but then my focus changed to older students, young women on the threshold to adult
life. It was these women I wanted to study, who were about to soon break free from the family
and create their own families. In Bagara we interviewed women in Form one to Form four, in
Babati Day we interviewed women in Form five and six and in Aldersgate we interviewed
women in Form five. The women were between thirteen and twenty years old. Twelve girls
were interviewed, seven from Bagara secondary school, two from Babati Day and three from
Aldersgate secondary school (See Respondent list for more information). Bagara was the first
school I visited and most respondents were interviewed here.
Semi-structured interviews were conducted, which balance structure and flexibility. All the
respondents were asked the same questions, but follow-up questions were added to encourage
the respondents to develop their reasoning (Gillham, 2008, p. 203). In the beginning of the
14
interviews I presented myself, my field assistant and my field work shortly and anonymity
was explained. The interviews started with some structural questions regarding age, grade etc.
The interviews focused on their motivations and goals, and direct questions about these
aspects were asked. More open questions about their dreams and their perceptions of school
were also asked. Follow-up questions were added under the interviews (See appendix A for
more detailed information). The length of the interviews varied from 10 minutes to over an
hour, depending on the respondent and her willingness to talk.
The interviews were held at the school, in the school ground. The interviews could be done
privately and individually, but the respondents who could contribute with most information
were also invited to the center Thorne Tree Hotel. Our meeting point for the field studies was
located at Thorne Tree Hotel. The respondents came by two or individually after school.
These interviews were held to continue and develop our discussions. The respondents who
were not able to come to the center were interviewed a second time at the school. The time
between the first and the second interview offered the women time for self-reflection and
contemplation. This in turn led to more developed discussions and more material for the
study.
The respondents who could contribute with most information and had developed their
thoughts around these questions became key respondents. It was these I primarily wanted to
meet a second time. I ended up with seven key respondents, four from Bagara, two from
Babati Day and one from Aldersgate.
I tried to be aware of my own culture and my own perceptions. My background in Sweden
has of course affected how I think and view life. Women and their empowerment is an
important subject for me, and I tried to have an open attitude towards the respondents and
their answers, not trying to neglect or look for certain answers.
Interpretation was needed for some of the interviews, mainly when the respondents could
not express themselves or did not feel confident speaking English. Interpretation is necessary
in some cases but can be problematic. Nuances, words and meanings of importance can be
lost in the translation. The interpreter may be unable to translate everything or feel that it is
unnecessary to translate certain parts. Notes were made during the interviews and narratives
of the interviews were written later the same day or the next day.
6.2 Material
In the theoretical chapter mostly scientific articles that have been peer reviewed have been
used. Information was gathered by searching on Google Scholar and different data bases such
15
as ASSIA (Applied Social Sciences Index and Abstracts). Jejeebhoy’s and Maslow’s material
are used as the main sources for the theoretical chapter. Maslow and Jejeebhoy were two
reoccurring names when reading relevant material for the study.
Some of the material used in the theoretical chapter is from Jeanne Moulton’s report, which
is funded by USAID among others. This report is prepared for SARA – Support for Analysis
and Research in Africa, and is a review of the research literature regarding education for girls.
This cannot be seen as a scientific source, although she uses referencing correctly and tries to
have a balanced view on the question. However the report is relevant and works as a
complement to the theoretical chapter, therefore I have chosen to use it.
6.3 Operationalization
Operationalization is a process where relevant concepts in the study are formulated in order to
be able to measure the concept. This is common in quantitative research. An operational
definition needs to have indicators that describe the concept (Bryman, 2002, p. 78-79, 82-83).
This research examines women’s motivations with their studies. The concept motivation is
defined according to Maslow who means that all humans are motivated to fulfill certain goals.
These goals can be classified as needs that the human is motivated to fulfill (Maslow, 143,
p.370-371). The girls were asked questions about what motivated them in school and what
goals they had with their education. In the analysis process, when reviewing the narratives,
the definition was used to discover motivations and according to these create categories. A
content analysis was thus made on the narratives, and categories could be distinguished
(Gillham, 2008, p. 183). These categories were analyzed and compared to Maslow’s hierarchy
of needs and empowerment.
6.4 Reliability and validity
The qualitative approach includes interpretations of humans’ emotions and feelings in a
specific social context, which makes it difficult to repeat. Social environments change and
scientists interpret situations differently. To achieve a high reliability in this study a distinct
method has to be developed as well as a clear description on how to interpret different
answers. To achieve a high validity the theories and theoretical concepts used in this study has
to conform to the empirical data. Generalizations of the results to other social contexts, which
concern external validity, are hard to achieve due to the limited amount of respondents
(Bryman, 2002, p. 257-258).
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7. Empirical data
This chapter presents the empirical data, the interview narratives conducted with the 7 key-
respondents. Only the relevant parts of the narratives have been included. It also presents
important quotes from the other respondents. The girls were sometimes interviewed twice,
and therefore there can be two different narratives with the same girl. The names of the
respondents are fictional.
7.1 Narratives
Adina, 18 years old, 26 of February 2013
Adina’s goal with her education is to have a better life. For “me to have my own good life”.
She believes that the education will give her a job to do, and she wants to work as a doctor to
help patients. Education contributes to her social relationships, she meets other students and
learn different things about the world. “Without education you can’t do anything”. Adina
believes that you cannot come anywhere without education. She wants to go to other societies
and see other things and she perceives education as a means to accomplish that. Her parents
encourage her studies but she also says that the goal with her education is “to have my own
life”. She does not just want to stay at home, she does not want to be as other students. She
speaks about other students that has dropped out of school and become pregnant, and that is
no way of life she says. She also says that without school her life would be very bad and she
would not be able to get a good job. She tells me that she want to be married and have
children, maybe two or three, but only when school is finished and she has got her exam.
Jewel, 16 years old, 26 of February 2013
Jewel starts by telling me that school is good and that it satisfies her basic needs. Education is
good because it can give her a better life later on. She wants control over the society and in
the society. Education learns her moral, she starts by explaining that if she has a friend that
wants to steel she can talk her out of it because of her education, she knows that there are
alternatives. She explains that school tells her what is right and wrong, what to do and what
not to do. In the future she wants to have her own house and be able to educate others. She
wants to volunteer and help orphanages and street children. She also tells me that she wants to
“control myself”. She elaborates that education gives her confidence, confidence to take part
in the society. She wants to be represented in the debate and be able to talk in public.
Education gives her confidence to do that. In her class and in school people do not like to
debate in English, everybody hides when there is time for debates, but she tells me that her
17
education gives her confidence to take the debate! “I can do anything with my confidence!”
she tells me. She wants to have her own company and be a boss and manager and have
control. She wants to control her own company. After her education she maybe wants to have
two children, and later on maybe be married. She wants to live in Arusha, a major city in
northern Tanzania, where there are many cultural things like national parks. She wants a good
life.
Talah, 15 years old, 28 of February 2013
Talah likes to study and strive to be successful. She wants to be a lawyer, because in Tanzania
many people do not know their rights. She wants to educate them and the society about their
rights. School teaches language skills in English, this is of importance when you travel to be
able to communicate with people from other countries. Talah would like to travel to England
where she has friends. She wants to be a professional and have a good salary to be able to
build a house and educate her children. Education is important because of the knowledge you
receive there. It is important to have plans if the country is going to develop. “To have
development, education is important”. She also would like to be a musician because she likes
to sing gospels. In the future she would like to have a nuclear family, a mother, a father and
children. Something can go wrong if there is not a father in the house, she says. But she wants
a family only when she has finished her education, so that she can take care of her family.
Naomi, 17 years old, 28 of February 2013
Naomi is happy to go to school and learn things, especially biology. She wants to become a
lawyer and defend people’s rights and school helps her to learn about what rights people have.
She has experienced people being discriminated, and especially wants to defend and help
widows and orphanages. She explains that people do not know their rights, which is
important, so she wants to help them. Education is everything, it is not good just to stay at
home and she is motivated by learning more and more. She also wants to become an artist, a
musician, she believes that she is talented. The school arranges talents days and competitions
which motivates her to develop her talents. School also teaches her to live with different
people and to work together, this will be in handy in the rest of the society. To work with
different people gives her different ideas and views on things. Without school she would have
a bad life, school teaches her to think critically. Some subjects teach her to think and relate the
subject to real life, and help them decide what to do and what not to do. When she does
something wrong in school she gets a warning or a punishment which reminds her the next
18
day to not do the same mistake. School teaches the students not to steel, fight or provoke and
to listen to the teachers. If she did not go to school she would not know right from wrong. She
has seen many girls that do not go to school, and they do not know right and wrong. She is
happy to be in school.
Naomi again, 2 of March 2013
“My family believes that education is everything to me” she says. ”Education is key of life”
and life would be hard without education. She wants to be able to control poverty. Naomi
wants to educate parents about HIV and other diseases that are deadly and can make children
orphanages. She explains that widows and orphanages do not have access to education and
that they have a hard life. They have nothing, no food, nowhere to live and do not know their
rights. If the husband dies in the family, they are left with nothing. Education can help them
claim their assets by going to court. “They have to know what they deserve and don’t.”
Rose, 17 years old, 1 of March 2013
She starts by telling me that her dream is not to study here, she wants to study at a nicer
school with a better environment. A private school. She cannot develop here as she could
have done in Arusha. “We have dreams to achieve” she tells me, and education is a way of
fulfilling her dreams. She would love being a lawyer and work for equality for women and
street children. She wants to help the society and become a solicitor for a NGO. Her dream is
to work for equality, she says with emphasis.
“Africa is Africa” it is considered to be a poor continent. There are bad or no job
opportunities, corruption and robbery. It is hard to get a job even if you are studying at a high
level, students are becoming jobless. It is hard to find jobs, and although her dream is to
become a lawyer she does not think that it will be an easy journey. Instead she says that she
wants to participate in business as a plan B, it is easier to get a job in that sector. “I love being
a journalist” she also tells me. Fashion interests her and she would like to write about it. But
she emphasizes that you cannot tell your parents that you want to work with fashion, you have
to have a professional job. But she also says that “Nothing is impossible”.
She does not want to have a family. “This is a globalized world” and you have to think
twice before making decisions. “I have to achieve my dreams” first of all. Rose does not want
to depend on a family or husband and does not want to give up her dreams for a family.
“There is no true love in society” people are using each other for sex and other purposes.
They cheat and leave you and do not help you.
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People do bad things, they deal with drugs and steal. She wants to be different, every person
is unique and she is striving for this. In school people are also doing bad things, steeling for
example. This creates challenges for her, challenges she has to face in school but also outside
in the society. It is important to learn from these experiences, because you will face them in
society too. She tells me that people come to the boarding school without knowledge on how
to wash, and that if you depend on your parents for everything, you will not achieve anything
in society.
She compares the African society with the European and tells me that they are different. In
Europe children have access to computers, free time and hobbies. Parents are able to help
their children to develop their interests and let their children develop the interests they want.
In Africa on the other hand parents emphasize education, it is a necessity! Education is
perceived as a way of developing the society. “I don’t believe that” she says confidently.
Other activities are important, to be able to develop one’s talents and interests. But, education
is important of course, to remove ignorance. Politicians, of course, need education to be able
to control the society in a good way and to take adequate decisions. Knowledge is important
in many ways. Education is good in certain ways. If you just stay at home you risk getting in
to prostitution, drug dealing or other crimes.
“My parents told me to come here, not myself.” She wants to be able to develop her talents,
and to achieve something you have to know your talents. Education is a part of this, to learn
about yourself. Dancing is her hobby “I love it, I was born to do it!” It is also a way for her to
earn money and not to be dependent on her parents for pocket money. She says that both
education and developing your talents is important.
Talent can take people a long way. She tells me about a celebrity who has her own reality
show and is an inspiration for Rose. Education is important “to remove ignorance from the
society”. But education cannot take you everywhere. “I believe in education a bit, and in my
talent so much!” she says with passion.
Rose again, 5 of March 2013
Fashion is disgusting for her parents, so she cannot tell them that it could be something that
she would like to work with. She has to have a profession. And if she only was occupied with
dancing, which she loves, her parents believe that she would be drawn into illegal activities.
She believes that it is 100 percent true that there is no love in the society, she explains that she
has experienced it herself in her family, and that her mother raised her alone. She believes
totally in dancing.
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4 of March 2013Dunya, 19 years old,
Dunya perceives education as something good, a means of fulfilling her dreams. Her dream
has always been to be an A-level student “it’s a breach to my success”. She has always
wanted to have a good life, “I always wished to be an educated woman”. Education is
everything if you want to have a good life. Her wish is to live a comfortable life, a life where
her basic needs are satisfied, a life where she has food, shelter and clothes. It includes access
to a wide range of social services, hospitals and schools.
Her biggest dream is to be a lawyer she tells me. “My dream is to be a leader for my
society” she adds. She wants to educate others, because education is an opportunity that not
everybody gets. She wants to be a counselor for others, correcting other people so that they
take the right decisions.
She likes development, both socially and politically for both herself and the society. In
school she is taught about how she can acquire her environment in the best possible way.
School also helps her in decision making. In the future she wants to continue to University,
she has always wished to have a degree. After that she wants to take a master in international
relations and in law. International relations interests her because she wants to know more
about other countries and how they work and she also wants to visit other countries.
“I like justice” she says, and therefore she also wants to take a masters in law. It is the right
thing to help others, and she wants to specialize in women and children. Women and children
are the most discriminated and humiliated groups in the society. She explains with an
example, if a husband past away the woman are robbed. They need to have and know their
rights about inherit.
“Every child has the right to education”. Children are tortured physically and
psychologically by both their parents and others and this are something she wants to change.
“I really love to be a mother” a caring and responsible mother. She wants two children, one
boy and one girl. Her relationship should include full honesty, respect and caring. “He has to
be bright!” she says with a laugh about her future husband.
She also likes acting and films.
Her family is pleased with her education “This is how they wanted me to be”. They are a
huge motivation for her studies. “I like learning, it doesn’t matter when or where” it is a way
of progressing and developing as a person. Through learning she will conquer her dreams.
“As humans we need to acquire something, we have a purpose on earth. I need to learn and
then maybe I can use it somewhere”.
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Fareess, 20 years old, 5 of March 2013
The school is good, she starts by telling me. They get their basic needs satisfied, they have
good teachers, enough material for writing and it is a good environment to be in. “I thank God
for bringing me here.” She prays to God that she will be able to study hard so that she can
reach her goals. She wants to educate the society about the importance of education. “Because
I understand the importance of education.” She wants to bring all children to school, without
any discrimination. Gender discrimination is widespread and girls are not sent to school in the
same extent as boys. This is something she wants to change. “Girls are seen as useless in the
society and that is not true”. Education can remove this sort of ignorance and they learn what
is good and bad in school. For example they are taught that engaging in crimes and
prostitution is wrong. They also learn about health. “Education is the one thing that can
remove us from poverty.” Education can take them from low class to middle class or high
class.
In the future she wants to be a member of the parliament, because it is a good opportunity to
educate the society. In that position she will be able to express her view in different problems.
Besides this she also wants to engage in agricultural activities. “It is everything here in life.”
It will be an opportunity for her to employ others and help young people. Unemployed people
engage in crimes, she explains. She wants to establish some kind of project in this sector so
that she will be able to help others.
She also wants to change the education system in Tanzania, because she has seen how the
system works from nursery school up to her level. They study a lot of subjects at the same
time, history, biology etc. This is not good, you cannot combine all these subjects at the same
time. People should be able to choose what they want to learn. “Many have been forced by the
society to study” even though they may not want to study. They have their own talents in
maybe football and they should be able to practice this and develop their talent. They may fail
in class in the ordinary subjects but may be a talent in something else. This does not mean that
they are not clever, just that they do not fit in the system. Therefore education in Tanzania
needs to change.
She is motivated to go to school by learning different things. In school she learns a lot,
about different diseases, how they are spread and what the symptoms are. Without coming to
school she would live in ignorance. “Education gave me from ignorance to lightness”. Her
parents do not want her to have a poor life and feel happy when they see her in school. They
22
do not want her to be like them, farmers. She tells me that her society insists that agriculture is
the backbone of their country, but no support is given to the farmers from the government.
In the future when she has reached her goals, she wants to have her own family, a nuclear
family. So that she can provide for the whole family’s needs.
Jewel and Adina again, 28 of February 2013
Jewel and Adina develop their thoughts about what a good life is for them. A good life is
when you can be happy and are satisfied with your life. “A good life is when you feel that you
have a peace of mind. “ It is when you have money, peace and love together. You cannot have
only money to feel satisfaction, you also have to have love and peace. You need money to
satisfy your basic needs. A good life is when you have an education, a job and when you are
able to control your life. “If I have money I can control my life. If you get a problem of some
kind, money can help you to solve it.” Money can help you and your family if you get in to
some problems. Without a job life will be very hard, because you are not able to have an
income.
School also helps them develop new friendship, together they can help each other to
understand things better. In school they also learn how to interact with people in the society.
They learn to show each other respect and kindness. School teaches them what is wrong, and
exemplifies with robbery. “School learns us how to love and respect.” For example if they
meet an older person, it could be their grandmother or grandfather, school has taught them to
be kind and to ask the other person if he or she wants some help.
School helps the girls to get a life of their own, they explain with much passion that a life of
your own means that nobody can interfere in your life. It means that no one can tell you what
to do and what not to do. “Nobody can tell you to do things that you don’t want to do, no one
can control you.” Control is to know what to do and what is right, and be able to do whatever
you like. Jewel tells me that she wants to be a boss, “I want to control someone, not someone
to control me” She hates being controlled she says.
We start talking about confidence, which they have talked about before. They explain that
school gives them confidence to talk with people, whether there are few or many people. They
have debates both in class, in their own school and with other schools, interschool debates.
School has given them the confidence to take part in these debates, which contributes to the
sharing of ideas. Jewel says that she would like to take part in a debate about education and
money, and argue that education is more important than money. “I am a good speaker in
school” she says. “Debates give me the confidence to talk in front of many people without
23
fear” Adina tells me. “If we go to another society we will be able to talk in front of people”.
They exemplify in several ways how confidence and the experience of talking in front of
people can help them later on in life. If they have applied for a job and are called for a job
interview they will be well prepared for the situation. Confidence is an important factor to get
a job.
The girls want to be married after school, they tell me that it is not allowed to be married
when you still are in school. They also explain that after school they will have a better
understanding of right and wrong. After school they will also be mature enough to take that
decision. First they want to go to advanced level in secondary school. Adina says that she
wants a partner who is well-educated like herself and who has a job, so he can take care of the
family. Jewel wants a man who encourages her, gives her advice and has his own business.
7.2 Quotes and short stories from the other respondents
Susannah, 13 years old, tells me that she likes to learn and that she wants to be an anti-
corrupter. She explains that corruption is a dominate situation in Tanzania and that she has
seen it herself in hospitals. People who have no money do not get medical care. She wants to
help people in this situation. She is the firstborn and feels like she should help her family to
have a good life (28 of February 2013).
School makes Kanza, 14 years old, understand many things, in school they learn about the
environment and the earth. After her studies she wants to have a family, “a good and better
family”, a man who has his own education. “I want to get education to achieve my dreams”
(28 of February 2013).
Leah, 20 years old, tells me that she likes learning and that she wants to educate the society.
“Some don’t have any education.” Her education is important so that she can make her dream
come true. (4 of March 2013)
Eden, 18 years old, wants to have education to know how to conduct her life. Her dream is
not to be rich, only to live a normal life where her basic needs are fulfilled (4 of March
2013).
Afia, 18 years old, tells me that she wants to develop so that she can have a job as a lawyer
(28 of February 2013).
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8. Analysis
The analysis is structured into four sections. The first section presents the identified
motivations in categorizes. The second section analyzes and connects the presented
motivations to Maslow’s needs hierarchy. The third section analyzes the presented
motivations connected to empowerment. The fourth and last section discusses and analyzes
both sections in relation to each other.
8.1 Motivations
The interviews with the respondents brought forth 16 different types of motivations which
could be categorized accordingly: Having a job/income, Responsibility towards family,
Parents will/motivation, Understanding and learning, Social relations, Helping others,
Affecting the society / Development of society, Strives for a better life, Having an own life,
Control, Confidence, Creative dreams, Partner with education, Providing for future family,
Achieving dreams, and self-development. Here after, the categories is explained more fully.
In the explanations it is not detailed exactly how many girls that were motivated by one
category. Instead expressions as “few”, “some”, “several” and “many” are used, this is due to
the limited amount of respondents.
- Having a job/income: The dream of having a job and income was a primary
motivation for the girls. Several of the girls had goals of becoming lawyers. An
income was seen as a condition for achieving the goal of having a family, so they
could provide for the family. Having a job and income was also seen as a condition for
being able to satisfy one’s basic needs and not being dependent on anyone else. Rose
was the most pessimistic about the future and was not sure that she would be able to
get a job, despite her high education. She did not want to have a family or husband
either, she wanted to be able to provide for herself.
- Responsibility towards the family: Several of the girls mentioned and spoke about
how they wanted to help their families after their studies. Their parents and families
had given them important support during their studies, which they wanted to return.
Some of them also felt responsibility towards their families, some of them were the
first born and felt that they should provide for their families.
- Parent’s will/motivation: Some of the girls explained how education is perceived as
a necessity by the society and by their families, and that they felt forced to attain
25
higher education. Several of the girls also talked about how proud their parents were
of them and that their parents supported their studies.
- Understanding and learning: The girls perceived education as a way of
understanding the society, learning more and being able to take adequate decisions.
They got knowledge about diseases and their symptoms. This motivated them, being
able to understand and take good decisions for themselves. They were motivated by
learning right and wrong, and exemplified with persons who had not gone to school.
These persons could not distinguish between right and wrong. School abolished their
ignorance and helped them take the right decisions in life.
- Social relations: Many of the girls emphasized that their social relationships in school
was an important factor that motivated them to come to school. They explained that
they were thought how to live and interact with other people in school, something that
they would have advantage of later in life. They also talked about the importance of
friendship and how this affected them positively and made them happier.
- Helping others: Many of the girls dreamed about helping others. They were
motivated by the thought of being able to help others in the future. A connection could
also be made to their own experiences of i.e. being raised by a single mother or having
faced discrimination because of not having enough money. Several of the girls wanted
to educate others about their rights.
- Affecting the society / Development of society: Almost all of the girls wanted to
affect and change the society in some way and to some extent. Several of the girls
wanted to work for equality and justice for women and children. They also wanted to
affect the society by educating people about their rights and about right and wrong.
Their motivations were connected to what they had seen and experienced themselves
and wanted to change. Some of the girls mentioned that education was perceived as a
means to achieve development. It was a way of developing the society as a whole.
- Strives for a better life: For all of the girls, education was seen as an important factor
for having a good life. It was seen as a way to get a good job and fulfilling one’s
needs. Many of the girls perceived education as a vital component for achieving
something in life, without an education it would be hard to achieve something. Dunya
spoke about wanting a life where her basic needs were satisfied, to have access to
medical care and education and having clothes, food and a home.
- Own life: The girls were motivated by the dream of having their own life, and
education was interpreted as a way of achieving this. Control is a central aspect of this,
26
to have control over one’s own life and take independent decisions. They wanted to
break loose from the family and society and decide their own path.
- Control: This category is similar to the previous one, of having an own life. This
category is also focused on control over the society and having control over decisions
that affect one’s life. Naomi spoke about being able to control poverty.
- Confidence: Confidence was also a motivating factor, which their education
contributed with. Education gave them confidence to take part in the society and know
right from wrong. Confidence would help them in many ways in life, when they
applied for a job and were called for an interview or when they were asked to talk in
public.
- Creative dreams: Beside the professional goals that the girls had with their education,
many of them had goals regarding creative performances. They wanted to become
designers, actors, dancers etc. They explained that school supported this, by
sometimes arranging talent days. This motivated them to come to school and develop
their talents. Education also contributed to their self-knowledge and insight in their
talents. Many of them also really believed in their talents and told me that they
believed they had a gift.
- Partner with education: The girls were also motivated and dreamed about having a
well-educated partner in the future. They thought that their high education would
attract a partner with the same level of education. Some of them wanted a well-
educated partner who could help them provide for themselves and their future family,
and some of them wanted a well-educated partner who could give them advice and be
supportive.
- Providing for future family: One goal with their education was to be able to provide
for a future family. Education would help them to get a job so that they could send
their children to school and have a good life.
- Achieving dreams: Education was perceived to be a way of achieving one’s dreams,
which motivated the girls. Dunya dreamed of becoming an A-level student and
becoming a leader of the society and Faress wanted to become a member of the
parliament. Many of the girls dreamed about having a family in the future.
- Self-development: Education was perceived as something that contributed to self-
development and self-knowledge, which was a goal for the women. They wanted to
progress as persons.
27
All these categories are connected to each other, having a job and an income affects the ability
to provide for a future family. Helping others is connected to wanting to affect the society, in
the same way, strives for a better life is related to achieving one’s dreams. As shown, the
categories are intimately linked, but they are also separate. Having a job and income is not
only dependent on the dream of providing for a future family, but also on the dream of having
an own life. In the end, it was these 16 categories that I could distinguish and identify in the
interview narratives.
8.2 Maslow’s hierarchy of needs
This section presents the women’s motivations according to Maslow’s hierarchy of needs
(Maslow, 1943, p. 370-396). As developed earlier, Maslow’s needs hierarchy can be
described with six aspects of human needs that motivate the human to act in different
directions (Koltko-Rivera, 2006, p. 303). The presented motivations can be connected and
categorized into Maslow’s needs hierarchy accordingly:
1. Physiological needs
- All of the girls seemed to have these needs satisfied, although these needs sometimes
were included in their strives for a better life. Dunya spoke about having a life where
all her basic needs were satisfied and Eden wanted to live a normal life where her
basic needs were satisfied. One of Dunya’s goals was to have a life where she had
food, clothes and shelter. Having food and water are physiological needs (Maslow,
1943, p. 372-375). This need was described together with other goals and was not a
dominating need, but some of the girls spoke about satisfying their basic needs.
2. Safety needs
- Having a job/income can be labeled a safety need. Several of the girls aimed to
become lawyers, they wanted to educate the society and help others. This could be
connected to ambitions of creating a safe and well-functioning society, free from
assault, murder, criminals etc. (Maslow, 1943, p. 379). Having an income generates
safety through the ability to provide for one’s basic needs, having medical care etc.
- Strives for a better life, includes the need of having a job and being able to have access
to i.e. medical care, and can be seen as a safety need (Maslow, 1943, p. 379).
28
3. Love needs
- The women were motivated by the social relationships and friendship they had
developed in school. This can be classified as a need for love and affection (Maslow,
1943, p. 381).
- Their responsibility towards their families, was both dependent on love and affection,
and on recognition and respect. They wanted to help their families because of love and
affection for the family’s support, which can be classified as love needs (Maslow,
1943, p. 381).
- Their parents will and support motivated the girls in their education, this can be seen
as both an esteem need and a love need. Their families made them feel loved and
belongingness, which is a love need (Maslow, 1943, p. 380).
4. Esteem needs
- A factor for their motivation was their parents will and support. Their parents gave
them appreciation and recognition for their decision to go to school, which can be
classified as an esteem need (Maslow, 1943, p. 382).
- As with the previous aspect, their responsibility towards the family functioned as a
motivating factor. They felt that they had to help their families, to get respect and
appreciation, which is an esteem need (Maslow, 1943, p. 382).
- Achieving control was an important factor and can be classified as an esteem need. It
is connected to having independence and freedom which is and esteem need (Maslow,
1943, p. 381), and being able to take own decisions.
- Confidence is an esteem need (Maslow, 1943, p. 381), to be able to rely on oneself
and doing the things that one wants.
- Having an own life can also be categorized here, it includes aims for freedom and
independence which is an esteem need (Maslow, 1943, p. 381)
- Understanding and learning includes learning more about one self and the society to
take good and balanced decisions. This is part of self-development, which is an esteem
need (Maslow, 1943, p. 381).
- Self-development is an esteem need, to have self-esteem and self-respect (Maslow,
1943, p. 381).
- Having a partner with an education can be seen as an esteem need, where the need for
status in the society is being satisfied. It could also be seen as a safety need, whereas
the man is able to provide for the family, but in this case the women were mostly
29
motivated by being able to provide for themselves. Instead it appeared as they wanted
a well-educated partner to satisfy their needs for intelligent conversation and to get
respect from others, which is an esteem need (Maslow, 1943, p. 382).
5. Self-actualization needs
- The girls’ dreams of having a creative occupation can be seen as a self-actualization
need, to fulfill one’s dreams and achieve one’s full potential. Dreams that include
becoming everything that one can be (Maslow, 1943, p. 382-283).
- Achieving dreams is also a self-actualization need, where one is motivated by reaching
one’s fullest potential (Maslow, 1943, p. 382-383). The women had various dreams of
becoming leaders, dancers and having a family.
6. Self-transcendence needs
- Helping others can be seen as a self-transcendence need (Koltko-Rivera, 2006, p.303),
when one’s own needs are fulfilled, one’s perspective changes to others.
- When fulfilling previous needs, the women started focusing on affecting the society,
which also can be seen as a self-transcendence need. To focus on others and being
willing to change the society to the better can be classified as self-transcendence
needs. It includes devotion for certain causes and ideals such as social justice (Koltko-
Rivera, 2006, p. 303).
8.2.1 Analysis Maslow’s hierarchy of needs
This classification was developed according to the description of the needs hierarchy
(Maslow, 1943, p. 370-396) (Koltko-Rivera, 2006, p. 302-317). Some categories could
sometimes be connected to more than one category i.e. their responsibility towards their
families which was both connected to the love needs and esteem needs (Maslow, 1943, p.
380-382). The esteem needs were the primary motivations for the women when attaining
secondary school. Most of the women’s motivations could be classified as esteem needs. A
couple of motivations could be categorized as safety needs, love needs, self-actualization
needs and self-transcendence needs. One motivation could be connected to their physiological
needs.
This is of course seen from a quantitative perspective. It has been shown under which needs
that most motivations could be classified, but what about a qualitative perspective. What
motivations were primary motivating factors for the women themselves? As shown through
30
the narratives, opportunities for a job and an income were primary motivations, as well as
having an own life and being able to take own decisions. These were two aspects that the
women often highlighted and talked about principally. Having a job and income is a safety
need, while having an own life and taking own decisions is an esteem need (Maslow, 1943, p.
376-382).
So what does this mean? One could interpret it as that many of the women’s basic needs for
survival were satisfied and that they were motivated by accomplishing more and developing,
and reaching the higher steps of Maslow’s hierarchy of needs. Their physiological needs were
of course motivating when they were unsatisfied (Maslow, 1943, p. 375), but mostly these
needs seem to be satisfied. The women were also motivated by the lower steps of Maslow’s
needs hierarchy, the love needs and the safety needs. They were also motivated by the higher
steps of the hierarchy, the self-actualization needs and self-transcendence needs, and aimed to
achieve their dreams and being able to affect the society. Education was perceived as a way of
accomplishing and fulfilling their needs.
Maslow describes it as when one need of the hierarchy is fulfilled the human will strive to
fulfill “higher” needs. The lower needs of the hierarchy can emerge again when they are
unsatisfied but once they are satisfied other factors become motivating (Maslow, 1943, p.
375). One can interpret it as the women’s lower needs are partly satisfied, but that these needs
still are motivating to some degree and that they mainly strive to fulfill their esteem needs. As
discussed earlier, in a qualitative perspective, the two primary and most important motivations
seemed to be the goal of having a job and income together with the goal of having an own
life. These can be classified as safety needs and esteem needs.
One could view Maslow’s hierarchy of needs as a development ladder to some degree.
Where the lower steps is connected to being able to survive and being safe from torture,
extreme weather etc., the middle steps are connected to being loved and appreciated by
oneself and others, and the higher steps are connected to affecting the society and fulfilling
one’s dreams.
The human’s motivations could be seen as a reflection and interpretation of the society they
live in. This qualitative study with few respondents cannot draw such wide conclusions, but
the women’s motivations can be seen as a reflection of their own standard of life and how
they perceive it. One can then say that the women have many of their needs for survival
satisfied, and that they primarily are motivated by their esteem needs, to increase their self-
esteem and confidence. They are also motivated by their safety needs, to have a stable income
and a job. Their motivations are also connected to the higher needs of affecting the society
31
and helping others. They perceive themselves as capable as changing themselves and the
society for the better. As a conclusion, one can say that their motivations mostly can be
classified in the middle and higher steps of the hierarchy. This discussion will be developed in
the concluding analysis.
8.3 Empowerment
This section will analyze if and how the women’s motivations can be connected to
empowerment. The categories have been compared to the definition of empowerment,
presented earlier. The core-meaning in the definition of empowerment is gaining control over
one’s life through changes in for example the freedom aspect (Tengland, 2008, p. 90). The
categories will be reviewed one by one, and afterwards a concluding analysis will be made for
this section.
Motivations that cannot be connected to empowerment
Responsibility towards the family: This factor cannot be connected to empowerment and
increased control over one’s life, which is a core meaning of empowerment (Tengland, 2008,
p. 90).
Parent’s will/motivation: This factor cannot be connected to empowerment and increased
control either.
Partner with education: Their motivations of having a well-educated partner cannot be
connected to aspirations for empowerment.
Social relations: To have good relations is an aspect of being empowered, but cannot in itself
be seen as a goal to be empowered. The girls were motivated by having good relations, but
this was not connected to having control over their own life. Previous research includes this in
the definition of empowerment (USAID/Nepal 1996, see Moulton 1997, p. 13-14), but having
good relations is only one part of the definition used in this essay.
Motivations that can be connected to empowerment
Providing for future family: Their education was connected to being able to get an income
so that they could take care of their future family. This can be linked to empowerment, being
in control over one’s life and being able to take care of one’s family economically (Sisask,
2001. p. 35-36).
32
Understanding and learning: This aspect can be seen as a way of gaining empowerment, by
learning and understanding. This would in turn lead to better decision-making and more
control over their lives (Rowland, 2013, p.101-107).
Having a job/income: It was motivating for the women, to have a job and income to be able
to provide for themselves and their families. It was a way of having economic independence
and having control over their lives, which can be seen as way of achieving empowerment. A
job and income can increase a person’s ability to control her life, through increased autonomy
and freedom (Jejeebhoy, 1995, p. 50-53). Having a job and income was something all of the
women strived for.
Helping others, Affecting the society / Development of society: The women strived to
affect the society which can be seen as a part of empowerment. They wanted to help others
when they had helped themselves and their own families. It can be interpreted as when they
were able to help themselves and affect their own lives, they wanted to help others and affect
the society. This can be connected strives for empowerment (USAID/Nepal 1996, see
Moulton 1997, p. 13-14).
Strives for a better life, Achieving dreams: Education was perceived as a way of getting the
right potential to achieve a better life, this can be related to getting empowered, getting
control and being able to change one’s life to the better (Tengland, 2008, p. 77-90). Some of
the girls wanted to become leaders, which has been emphasized in previous research as a part
of empowerment (USAID/Nepal 1996, see Moulton 1997, p. 13-14).
Own life, Control: The women strived to have their own life and being in control, which is
the core meaning of being empowered (Kar, Pascual and Chickering, 1999, p. 3).
Confidence: The women saw school as a factor for their increased confidence, this in turn
would led them to take better decisions and being in control of their own lives. Gaining
confidence is gaining empowerment (USAID/Nepal 1996, see Moulton 1997, p. 13-14).
Self-development: Education was perceived as something that contributes to self-
development and self-learning, which would lead to better decision making in their own lives.
This can be seen as a step towards empowerment (USAID/Nepal 1996, see Moulton 1997, p.
13-14).
Creative dreams: The women wanted to put time and effort on their creative dreams, this
motivated them and was a goal of theirs. This was their dream and something they wanted to
accomplish, even though their parents did not approve of it all the time. This can also be seen
as strives towards empowerment, being able to take own decisions and having control over
what to do and achieve in life (Rowland, 2013, p.101-107).
33
8.3.3 Analysis Empowerment
Several of the women’s motivations can be connected to empowerment, and can be seen as
ways to achieve empowerment. Having an income and learning are to ways to get control
over one’s life, these aspects can be seen as aspirations to achieve empowerment whether they
are conscious or not. The motivation that most strongly can be connected to empowerment is
control (Tengland, 2008, p. 77-90). The girls talked about how control over their own lives
was a central factor for why they chose to study.
Several of the women’s motivations could be connected to empowerment, but not all. One
could say that empowerment was a central aspect and motivating factor for the women’s
choice to attain school. The word empowerment was not mentioned in itself, but the core
meaning of the women’s goals and motivations can be connected to aspirations for
empowerment.
What does this tell us then, they did not use empowerment explicitly, but their motivations
can be connected to empowerment. This can be assumed to show that education does not only
increase women’s empowerment, but that empowerment is desirable and that the women are
motivated by achieving it. Some of their motivations were connected to the family, the
family’s will and the responsibility towards the family, which cannot be connected to
empowerment. Empowerment can be seen as a vital aspect for the women’s educational
attainment, but their responsibility towards their families and other aspects were also
motivating. Overall, their goals can be linked to empowerment, and can be seen as something
that the women strived to achieve. Empowerment can be interpreted as a vital aspect that
motivated the women in their studies, and as something crucial for their educational success.
We can use this information to reinforce women’s motivations. An understanding of these
women’s motivations can help us motivate other women in their studies.
8.4 Concluding Analysis
First of all, it can be said that the age of the respondents had an impact on how they chose to
answer the interview questions. The key respondents, the older girls, were between 16 and 20
years old. These girls were able to develop their thoughts and reasoning, while the younger
girls that were interviewed in the beginning were less willing and able to develop their
thoughts. These girls were between 13 and 14 years old. An increasing age corresponded with
a more developed reasoning. It also became obvious to me that the younger girls were more
dependent on their parents, they were between childhood and teenage. This also affected their
answers, they did not say as much as the other respondents, and their answers were more
34
connected to the family and their families decision to send them to school than to their own
will and empowerment.
As explained in the method chapter, both governmental schools and private schools require
fees, although private schools have higher fees. I interviewed three girls from the private
school and nine girls from the governmental schools. Not any huge differences could be found
in the girls motivations in comparison between the private school and the governmental
schools.
The women were motivated in their education by several factors that in many aspects are
connected, as developed earlier. These factors confirm earlier studies on the subject, but also
shed light on other factors that motivate women in their education. In previous research
women’s motivations have been examined on different educational levels and in different
countries and the women have had different social backgrounds. Women with various age, in
different countries and with different backgrounds are driven and motivated by similar factors
but also by differing factors. The parents’ support was emphasized in Aldaco’s and Bunter’s
study, and has been verified in this study. Bunter’s and Wang’s studies showed that having a
stable income and marrying a well-educated partner were motivating factors, which also has
been emphasized in this research (Bunter, 2005, p. 15- 22) (Aldaco, 2010, p. 25-26) (Wang,
2009, p. 1-17). This study has highlighted self-development and opportunities to affect the
society as motivating factors, which also was stressed in Coker’s study. The women’s
willingness to affect the society and change it, could often be connected to their own
experience of i.e. discrimination. Personal change and improvements for the family motivated
women both in Coker’s study and this study. Her study also showed that the women perceived
themselves as leaders of the community, which was a goal for some of the women in this
study as well (Coker, 2003, p. 654-674)
Unlike previous research this study has emphasized control and confidence as motivating
factors. The women were motivated to achieve control over their own lives and in the society,
they were also motivated to achieve confidence which would benefit them later on in life.
Their social relationships also functioned as a motivating factor in school as well as the dream
of being able to develop their creative talents. Almost all of the girls talked about their talents
in for example dancing and singing. They talked about these activities with much passion,
emphasis and belief. They believed that they someday would be able to put more effort and
time on these activities, and that they would be successful in these areas.
The women were motivated by several factors that can be connected empowerment. The
women were motivated by i.e. achieving control, having an income, developing a confidence
35
and affecting the society, which all can be linked to empowerment (Rowland, 2013, p.101-
107) (Tengland, 2008, p. 77-90). Sen argues that women are strengthened by education and
that their well-being increases (Amartya Sen, 2002, p. 208-209), this study has shown that
empowerment also is a central aspect of women’s motivations. Jejeebhoy means that
education increases women’s confidence, which makes them more likely to demand their
rights (Jejeebhoy, 1995, p. 45-47), women in this study were also motivated by achieving
confidence.
On the other hand the family and their will and perceptions also seemed to play an
important role as a motivating factor. The women seemed to strive for empowerment, but
were also dependent on their families’ approval to a certain degree. Although empowerment
and independence were core factors for their educational attainment, their dependence on their
parents’ appreciation and approval also functioned as core motivations. This aspect can be
classified as love needs and esteem needs (Maslow, 1943, p. 380-381) and be placed in the
middle of the stairs.
The women’s motivations were primarily connected to the middle and higher steps of
Maslow’s needs hierarchy. Empowerment can strongly be connected to the higher steps of
Maslow’s needs hierarchy. The higher steps of Maslow’s needs hierarchy includes developing
confidence, independence and achieving a greater freedom, which all can be connected to
increased control and being empowered (Tengland, 2008, p. 77-90). The higher steps of
Maslow’s hierarchy also includes being able to help others and affecting the society which are
linked to empowerment (USAID/Nepal 1996, see Moulton 1997, p. 13-14).When striving to
reach the higher steps of Maslow’s hierarchy, one can say that one is striving for
empowerment. When reaching the higher steps of the hierarchy, self-esteem and self-
actualization one can say that one is being empowered through increased control over one’s
life (Tengland, 2008, p. 77-90). If one interprets Maslow’s hierarchy of needs connected to
empowerment in this manner, empowerment becomes the ultimate goal and a vital aspect of
human lives. The women’s motivations have strong links to having control over their own
lives and being empowered. This case-study shows that empowerment is an important aspect
of the women’s motivations.
Maslow’s needs hierarchy can be seen as a development ladder. The first steps refer to
being able to survive, and the higher you climb on the ladder the more your living standard
improves. First your physiological needs are satisfied through access to food and water, then
your safety needs become realized through a job and income, thereafter your love needs are
fulfilled through friendship and belongingness with a group. When these needs are satisfied
36
the esteem needs come into focus, self-esteem and recognition and when these needs are
being pleased the needs for self-actualization and fulfilling one’s dreams occur. Then the self-
transcendence needs become motivating, helping others and affecting the society. (Maslow,
1943, p. 370-396) (Koltko-Rivera, 2006, p. 302-303). Their motivations could be placed in
the middle and higher up in the hierarchy, which can be interpreted as that their basic needs
for survival are satisfied, while they are striving to achieve a higher living standard.
Unsatisfied needs dominate the human, but most individuals are partly satisfied in their needs
(Maslow, 1943, p. 370-396) which implies that several factors can be motivating but that one
goal are dominating, in this case the esteem needs.
From this perspective Maslow’s hierarchy of needs and empowerment could be seen as an
indicator of development. Human’s motivations and goals can be connected to their standard
of living and Maslow’s hierarchy of needs could be seen as a development ladder. This is
another perspective on development where humans’ motivations and goals come into focus.
This implies that Maslow’s hierarchy of needs, empowerment and development are connected
and that Maslow’s hierarchy of needs can be seen as a process of empowerment and
development. Maslow’s hierarchy of needs and empowerment can then be used to measure
development. This could be an alternative way of measuring development.
Women’s accomplishments affect the individual, the family and the community (Hide and
Kling, 2001, p. 364). It is important to be motivated to be able to achieve in life. Insight in
what motivates women can help educational institutions, teachers and parents in their contact
with women. An understanding of what motivates women can stimulate knowledge
acquisition and be of advantage for individual women, their families and the society as a
whole. Maslow’s hierarchy of needs and empowerment can also be used as an indicator for
development and increase the understanding of humans and the societies they live in.
9. Conclusion
This research confirms earlier studies, but also contributes with new aspects of motivations
and how these are connected to Maslow’s needs hierarchy and empowerment. The aim with
this study was to answer two questions, the first was: What motivates women to go to
secondary school and what are their goals with their education? The study has shown that
the women were motivated by having a job and a stable income so that they would be able to
provide for their present and future family. Their goal was to attract a partner with an
education. They were also motivated by being independent and taking their own decisions,
37
their goal was to have their own life. Control and confidence motivated the women to achieve
their education. Education was perceived as a way to achieve their dreams and to get a better
life. The women also strived to affect the society and to make positive changes, they wanted
to help people. Beside these aspects the women were motivated by learning and
understanding, which would affect their ability to change their own lives. Social relationships
in school also functioned as a motivating factor. Their parents will and opinions played a role
for their educational attainment, but self-development was also an important motivating
factor. Being able to develop freely and developing one’s creative talents was mentioned by
almost all of the girls. The presented motivations are intertwined and linked to each other, the
goal of having their own life is of course connected to being able to support oneself and
having a job and income. As well as how being able to affect the society is linked to first
having control over one’s own life.
This research confirms earlier results about women’s motivations with education. The
parents’ will and support, self-development and opportunities to get a job are aspects that
have been brought forth in previous research. Attracting a well-educated partner has also been
highlighted in previous research, as well as developing the society. Increasing one’s status,
getting financial freedom, improving the conditions for the family and being empowered are
motivations that have been presented in previous research.
Based on the previous research, some new aspects of motivations have been highlighted in
this research. Control and confidence has been emphasized in this research as motivating
factors for women’s educational attainment. These aspects, as well as the social relations and
creative dreams that the women brought up as motivations, contribute to previous research.
Through this study previous presented motivations have broadened and more aspects have
been added and developed.
This study also used Maslow’s hierarchy of needs to review the presented motivations. The
results show that the women’s motivations primarily can be classified as esteem needs. Some
motivations could be classified as safety needs, love needs, self-actualization needs and self-
transcendence needs. Only one of the motivations could be classified as physiological needs.
This could imply that the women mostly have their physiological needs satisfied and that they
mainly are motivated by their esteem needs. The focus in their motivations was self-
development and independence which could be classified as esteem needs. Having an income
and a job were also primary motivations and could be classified as safety needs.
Maslow’s hierarchy of needs can be viewed as a development ladder, and the women’s
motivations can be placed in the middle and higher up on the ladder. Several of their basic
38
needs for survival are satisfied, and their principal motivation and goal are self-development.
Their needs for love and safety can be seen as partly satisfied and are motivating, but the
higher needs of the hierarchy also motivate the women in their studies.
The second research question, which this study aimed to answer, was: Are their
motivations connected to empowerment? Their motivations could be connected to
ambitions to achieve empowerment, although some motivations were connected to their
families’ will and perceptions. This research implies that the women were motivated by
empowerment, and that empowerment is one important aspect for these women in their
studies.
Empowerment is also connected to the higher steps of Maslow’s needs hierarchy, which
implies a state of empowerment. Maslow’s needs hierarchy and empowerment can together be
seen as a way of measuring development. The higher one climbs on Maslow’s needs
hierarchy, the closer one gets to empowerment. Every reached level on the hierarchy implies
satisfied needs, and the more satisfied a human being gets with her needs, the closer she gets
to empowerment and being in control of her own life.
This research can be used to understand the society the women live in, motivations and
goals can be seen as reflections of the society. It could also be used to improve scholarly
systems to support women in their studies. This study has a limited scope, and generalizations
cannot be made on the basis of it. Instead it could be used together with other similar studies
to get a more overall picture of women’s motivations and their lives. My research offers an
insight in a couple of women’s motivations, living in Babati, Tanzania and can be seen as a
reflection of their lives.
Further research could focus on motivations among women in high income countries and
compare if and how the motivations differ. It could also examine men’s motivations and
examine if and how they differ from women’s motivations. Other studies could also
investigate how motivations differ and change over time. It would be interesting and valuable
to meet these women again in a couple of years and examine how their motivations have
changed and if they have achieved their present goals.
39
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11. List of respondents
Key respondents:
Talah, 15 years old, Form three, Bagara Secondary School (28 of February 2013)
Jewel, 16 years old, Form three, Bagara Secondary School (26 and 28 of February 2013)
Naomi, 17 years old, Form three, Bagara Secondary School (28 of February and 2 of March
2013)
Adina, 18 years old, Form four, Bagara Secondary School (26 and 28 of February 2013)
Rose, 17 years old, Form six, Babati Day Secondary School (1 and 5 of March 2013)
Faress, 20 years old, Form five, Babati Day Secondary School (5 of March 2013)
Dunya, 19 years old, Form five, Aldersgate Secondary School (4 of March 2013)
Other respondents:
Susannah, 13 years old, Form one, Bagara Secondary School (28 of February 2013)
Kanza, 14 years old, Form one, Bagara Secondary School (28 of February 2013)
Afia, 18 years old, Form three, Bagara Secondary School (28 of February 2013)
Eden, 18 years old, Form five, Aldersgate Secondary School (4 of March 2013)
Leah, 20 years old, Form five, Aldersgate Secondary School (4 of March 2013)
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12. Appendices A-B
A: Interview questions
What is your name?
How old are you?
What class are you attending?
Where do you live?
What are your parents doing?
Do you have siblings?
Are they going to school or have they gone to school?
How is school?
What motivates you to come to school?
What goals do you have with your education?
Why do you come to school every day?
What dreams do you have, both personally and professionally?
What do think about the future for your-self?
What do you learn in school?
What is positive and negative with school?
Do you want an own family?