Empowering adolescent girls in developing countries: The potential role of education

Murphy‐Graham, Erin; Lloyd, Cynthia B.

doi:10.1177/1478210315610257

Cited by 26 publications

(8 citation statements)

References 36 publications

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“…A review of interventions to improve access and learning found that general interventions-not targeted by gender-were often among the most effective at boosting girls' education (Evans and Yuan, 2019). In countries with persistent gender gaps despite high levels of male education-for example, South Koreamore targeted programs may be needed; however, our analysis suggests that these countries 23 While education as currently provided does not translate into gender equality in adulthood, some scholars propose that reforms to education systems could boost women's empowerment by building critical thinking skills as well as productive, personal, and social competencies that will pay off later in life (Ashraf et al, 2020;Buvinic and O'Donnell, 2019;Murphy-Grahan and Lloyd, 2016).…”

Section: Discussionmentioning

confidence: 88%

Gender gaps in education: The long view¹

Evans

Akmal

Jakiela

2021

IZA Journal of Development and Migration

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Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries, we characterize the evolution of gender gaps in low- and middle-income countries between 1960 and 2010. We document five facts. First, women are more educated today than 50 years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys attain high levels of education. Most countries with large, current gender gaps in educational attainment have low levels of male educational attainment, and many also perform poorly on other measures of development such as life expectancy and GDP per capita. Fifth, in the youngest cohorts, women have more education than men in some regions of the world. Although gender gaps in educational attainment are diminishing in most countries, the empirical evidence does not support the hypothesis that reducing the gender gap in schooling consistently leads to smaller gender gaps in labor force participation.

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Section: Discussionmentioning

confidence: 88%

Gender gaps in education: The long view¹

Evans

Akmal

Jakiela

2021

IZA Journal of Development and Migration

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“…An earlier review of programs to empower adolescent girls identified four competencies for empowerment that appeared across interventions. These included developing critical ways of thinking and learning, personal competencies, social competencies, and productive competencies (Murphy-Graham & Lloyd, 2016). These same categories are often included in conceptualizations of life skills for adolescent girls.…”

Section: Life Skills For Quality Educationmentioning

confidence: 99%

Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter?

Murphy‐Graham¹,

Cohen²

2021

Life Skills Education for Youth

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Drawing from a review of theoretical, methodological, and empirical literature on life skills from the fields of education, public health, psychology, economics, and international development, this paper attempts to clarify basic definitional and conceptual issues that relate to life skills education. It addresses the questions: (1) What are life skills, and how has the term emerged in academic and donor agency literature? And (2) What bodies of practice and research evidence converge in the rise of ‘life skills’ programming and increased interest in ‘life skills’ among thought leaders and donors in the field of international education? The paper identifies implications from this analysis to be considered in research and interventions that focus on life skills for adolescents, particularly in light of global efforts to improve the quality of education.

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“…As an example, let us briefly explore the personal factors of sex and culture in relation to disability. In some developing countries there continues to be a gap in participation opportunities between boys and girls in life activities such as schooling and employment (41)(42)(43). Additionally in some cultures, stigmatization of disability prevents parents from seeking therapy services for a child with a disability (44,45).…”

Section: Critically Examining Participation In Childhood Disabilitymentioning

confidence: 99%

Critically Examining the Person–Environment Relationship and Implications of Intersectionality for Participation in Children's Rehabilitation Services

Reitzel¹,

Letts²,

Rezze³

et al. 2021

Front. Rehabilit. Sci.

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Participation of children in rehabilitation services is associated with positive functional and developmental outcomes for children with disabilities. Participation in therapy is at risk when the personal and environmental contexts of a child create barriers to accessing services. The International Classification of Functioning, Disability and Health (ICF) provides a framework for conceptualizing the personal and environmental factors linked to a child. However, it does not facilitate critical examination of the person–environment relationship and its impact on participation in children's rehabilitation. This perspective study proposes the use of intersectionality theory as a critical framework in complement with the ICF to examine the impact of systemic inequities on the participation in therapy for children with disabilities. Clinicians are called to be critical allies working alongside children and families to advocate for inclusive participation in children's rehabilitation by identifying and transforming systemic inequities in service delivery.

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Empowering adolescent girls in developing countries: The potential role of education

Cited by 26 publications

References 36 publications

Gender gaps in education: The long view¹

Gender gaps in education: The long view¹

Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter?

Critically Examining the Person–Environment Relationship and Implications of Intersectionality for Participation in Children's Rehabilitation Services

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Empowering adolescent girls in developing countries: The potential role of education

Cited by 26 publications

References 36 publications

Gender gaps in education: The long view1

Gender gaps in education: The long view1

Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter?

Critically Examining the Person–Environment Relationship and Implications of Intersectionality for Participation in Children's Rehabilitation Services

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Product

Resources

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Gender gaps in education: The long view¹

Gender gaps in education: The long view¹