Mamak Halk Eğitimi Merkezi'nde açılan kurslara katılan kadınların eğitime katılma ve terk nedenleri
Aşır, Serap Karabacak
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In this research, it is aimed to determine the reasons of women?s participate and drop-outs in the programs in people?s education centers in the context of gender dynamics.The sample of the research is constructed from 38 women who dropped out from various programs in Mamak People?s Education Centers. Research data was obtained with qualitative methods and the interviews were conducted with the people constituting the sample group by using the interview form developed by the researcher.The results of the research as follow: (1) Women constituting the sample group are between the ages of 15 and 54, mostly married women. Marriages were made at early ages and women are married with 2-3 children. (2) Nearly half of the respondents were born in villages. (3) Almost all the women do not work permanently. Of those who work at home with an income do not have it regularly. (4) Women?s unemployment is derived from gender reasons such as disallowance of spouse or family elders, absence of a caretaker for their children, pressures of traditional prejudices and early marriages. (5) All of the respondents dropped out the formal education in various stages. Among the reasons for not being able to continue formal education are; economic reasons, the traditional stereotypes about education of girls, care and supervision of small children and dropping out the education voluntarily. (7) Among the reasons of participating the courses are; recreation, obtaining certification, the fee taken from the course, willingness to learn new things, transforming what they have learnt into an income, strengthening their status at home, having a profession and developing social relationships. (8) Among the reasons of drop-outs from courses are; not getting along well with trainees, attitudes of course managers, financial problems, not being paid, health problems, disallowance of family elders, getting married, attitudes of course teachers and problems within the family. The highest reason of the drop-out rates is child-related issues. (9) Among the women who dropped out the courses because of the child-related issues and responsibilities, there are the ones who question their gender role. (10) Respondents think that the courses are useful for women. Among the benefits of courses are; personal development, moral satisfaction, moving away the pressures of the spouse or family elders, increasing self-esteem and having a profession. (11) Because women are lack of hope about working out their home, their desire to participate in programs in which they can acquire a profession is really low.