When Boys Read better than Girls: The Correlation between Gender Disparities in Schooling Participation and Reading Performance in Sub-Saharan Africa.
Sub-Saharan African countries have made remarkable strides in closing the gender gap in primary enrolment and more girls than ever are attending school. With the existing gender differentials in youth literacy rates, an important question is whether they are learning as well as their male classmates...
| Publicado en: | Africa Education Review Vol. 18; no. 3/4; pp. 41 - 59 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun-Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160848538&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160848538 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18146627 37EZ jtl: Africa Education Review issn: 18146627 maglogo: N pubinfo: dt: Jun-Aug2021 vid: 18 iid: 3/4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 160848538 10.1080/18146627.2022.2151924 ppf: 41 ppct: 18 formats: tig: atl: When Boys Read better than Girls: The Correlation between Gender Disparities in Schooling Participation and Reading Performance in Sub-Saharan Africa. aug: au: Kyei, Pearl affil: University of Ghana su: Gender inequality School environment School attendance School responsibility Educational quality Schoolgirls Sub-Saharan Africa sug: subj: Sub-Saharan Africa Gender inequality School environment School attendance School responsibility Educational quality Schoolgirls keyword: comparative education gender inequality literacy skills schooling sub-Saharan Africa ab: Sub-Saharan African countries have made remarkable strides in closing the gender gap in primary enrolment and more girls than ever are attending school. With the existing gender differentials in youth literacy rates, an important question is whether they are learning as well as their male classmates. This article explored factors that contribute to gender gaps in reading for sixth-grade pupils from 61 396 pupils from 15 countries in the third evaluation of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). Within-class sex differences in test score performance are estimated using ordinary least squares regression models. This is done by analysing the factors associated with female learning that inhibit school attendance and class participation. The results show a female disadvantage in reading in a little under half of the countries studied, which differs from the consistently observed female reading advantage in other parts of the world. Factors that prevent girls from fully attending and participating in school such as domestic responsibilities and hostile school environments explain part of the female disadvantage in reading, indicating that households and schools need to ensure that girls can attend and participate fully in their classes without distractions or fear. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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