Learning Environment for Girls

Girls' learning environment has a different and distinctive dimension. There are no compiled systematic data on the psychological environment in which girls are educated. However, many researches and observations have given some clues about what this psychological environment means. School as a psychological environment is not only in the context of learning processes, but also because it is subject to the control of authority on subjects such as quotes, hair, clothes, and friendship. Here, girls are especially under the lens, and they are often subject to additional restrictions on their behavior, tone of voice, etc. by their teachers. For this reason, the girls find the solution to avoid attitudes, questions, discussions, and participation in decision-making processes. Thus, the risks of the receivables are reduced. In this case, however, the necessary relations for effective learning are also minimized. As a result of this strategy, especially in rural areas, girls have less disciplinary problems, and girls voluntarily appear on issues such as cleanliness, service, solidarity within and outside the school, in line with the expectations of traditional gender roles.

In general, schools do not have serious security and safety problems. In order to implement the physical standards of the Ministry of National Education, significant improvements were made in most of the schools, but these studies still need to continue. The educational environment is not limited to school buildings. Some schools in the vicinity of urban areas and access to some schools in rural areas are particularly difficult in winter. Providing service to those who live more than 2.5 kilometers away from the state has greatly reduced girls' access to school. In addition, the practice of a boarding school is also a positive practice that reduces the negative effects of staying away. However, in practice, there are many difficulties related to operational problems.

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