Abstract:
This qualitative empirical research used a “case- study” methodology presents the
evidence derived from empirical research that the all–girls educational model being
implemented at Bridge of Hope Girls’ School is actually producing significant
identifiable changes in girls. Some of the factors which were examined to indicate
successful change include creation of pathways for disadvantaged girls to access the
process of, retention of students in the institution, progression of students to higher
grades at appropriate times, and completion of school by the girls.
This investigative research sought to provide a comprehensive case study of
the Bridge of Hope Girls’ School within the context of all-girls education model for
girls. The main focus of this dissertation is to propose new paradigm of doing girls’
education herein referred to as the Bridge of Hope Girls’ Transformational Education
(BOHGTE) Model. A Christian transformational education ( girls-only) model
provided at BOH that has produced an empirical evidence of a significant measurable
positive difference in reducing cultural disparity between boys and girls education,
transform negative cultural assumptions and changing social narratives of girls in
ways that lead to increased enrollment, retentions and progression of girls in
Monrovia informal setting. The study participants included the girls at Bridge of
Hope, alumni, administrators, faculty, staff, and trustees. Data was gathered through
opened -ended interviews and document analysis. With thorough analysis of all data (
interviews and documents) the following themes surfaced: Environment aids student
learning outcomes; Christian worldview and ethical foundation of BOH model
;Organizational systems; Gender differences in how boys and girls learn and behave
in educational setting; Emphasis on staff development -qualified teachers and
training teachers to do “transformational education; Distractions in co-education; In
classes that are separated by gender, male and female students work and learn on the
same level as their peers and relevant curriculum for girls emphasizing implicit and
explicit contents.
