When Boys Read better than Girls: The Correlation between Gender Disparities in Schooling Participation and Reading Performance in Sub-Saharan Africa

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-07-04 DOI:10.1080/18146627.2022.2151924
Pearl Kyei
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引用次数: 0

Abstract

Abstract 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.
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当男孩比女孩阅读能力强时:撒哈拉以南非洲地区学校参与与阅读表现的性别差异之间的关系
撒哈拉以南非洲国家在缩小小学入学率的性别差距方面取得了显著进展,上学的女孩比以往任何时候都多。由于青年识字率存在性别差异,一个重要的问题是,她们的学习情况是否与男同学一样好。本文在南部和东部非洲教育质量监测联盟(SACMEQ III)的第三次评估中,对来自15个国家的61396名六年级学生的阅读性别差异进行了探讨。使用普通最小二乘回归模型估计了班级内测试成绩的性别差异。这是通过分析与女性学习有关的阻碍上学和课堂参与的因素来完成的。结果显示,在近一半的研究国家中,女性在阅读方面处于劣势,这与世界其他地区一直观察到的女性阅读优势不同。家庭责任和敌对的学校环境等阻碍女孩充分上学和参与学习的因素是女性在阅读方面处于不利地位的部分原因,这表明家庭和学校需要确保女孩能够在没有分心或恐惧的情况下充分上学和参与学习。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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