Introduction and Theoretical Overview

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Abstract
The 19th and 20th centuries have seen the rapid spread of Western-style schooling 1 throughout much of the nonwestern world. Indeed, in the post-colonial era the institutionalization and spread of this kind of education has become an important marker of national development and modernization and, concomitantly, rates of female literacy and educational achievement have become one set of measures of women's participation in such development. 2 Markers of educational achievement are also commonly-used cross-national indicators of gender equity and the status of women. Thus, international surveys of women's status routinely contain statistics on female literacy and years of schooling, along with statistics on such other factors as work, health, and political participation. 3 Similarly, studies that address women and development issues commonly include some discussion of women's more restricted access to education and lesser educational achievement as compared with men. 4

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