Losing Voice

Tibetan girls education is one of important factors to influence and restrict Tibetan basic education. One the one hand, the research focuses on Tibetan girls` life in a Tibetan boarding primary school, through the girls` activities in classroom, dormitory, play and family to explore gender socialization of girls. On the other hand, the research do deep interviews and observations of female teachers and the girls` mothers who have make great influence on the growth of girls in order to present some problems on girls education in the local region. At the same time, as research objects live the specific cultural, social and geographical environment, the research adopts multi-methodology such as observation, interviews and empathy etc. to do the multi-division field study in school, family and community from cultural anthropology, feminism and multiculturalism perspectives in order to reveal the current situation and problems on Tibetan girls education in Tibetan boarding primary school. The main research findings are as follow:â… .Local nomadic culture molds the gender disposition of male and female children. One the one hand, it emphasizes male dispositions as bravery, powerfulness and aggressiveness of boys; on the other hand, it emphasizes such female dispositions as industriousness, shyness, timidity and calmness of girls.â…¡.The growth of girls` gender roles are not only influenced by the same gender model, especially by the female teachers` manners and mothers` family status, but also by the words and deeds of peers of both genders.â…¢.The latent gender culture in school, the manners of teachers both inside and outside classroom and the different gender roles in school life, as the hiding curriculum, stipulate girls` gender behavior potentially.â…£. The main reasons for girls becoming the losing group and the urgent problems for girls education are girls` gender socialization, earlier marriage custom of local region, the more single parent families, the rejection to modern school education in history, and current curriculum contents which are lack of ethnic and local features and break away local life and production reality.