Female Empowerment as a Core Driver of Democratic Development: A Dynamic Panel Model from 1980 to 2005

Wyndow, Paula; Li, Jianghong; Mattes, Eugen

doi:10.1016/j.worlddev.2013.06.004

Cited by 59 publications

(38 citation statements)

References 78 publications

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“…Barring skilled women from leadership positions can indeed constitute a considerable waste of talent, especially for countries with a shortage of well-trained managers. Moreover, female empowerment is typically associated with democratic development (Wyndow et al, 2013). Assessing the validity of gender-related leadership theories should help address gender gaps and design meaningful policies for equity and empowerment (Moser, 1989).…”

Section: Literature Reviewmentioning

confidence: 99%

Women Leaders and Social Performance: Evidence from Financial Cooperatives in Senegal

Périlleux

Szafarz

2015

World Development

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How do women leaders such as board members and top managers influence the social performance of organizations? This paper addresses the question by exploiting a unique database from a Senegalese network of 36 financial cooperatives. We scrutinize the loan-granting decisions, made jointly by the locally elected board and the top manager assigned by the central union of the network. Our findings are threefold. First, female-dominated boards favor social orientation. Second, female managers tend to align their strategy with local boards' preferences. Third, the central union tends to assign male managers to female-dominated boards, probably to curb the boards' social orientation.

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Section: Literature Reviewmentioning

confidence: 99%

Women Leaders and Social Performance: Evidence from Financial Cooperatives in Senegal

Périlleux

Szafarz

2015

World Development

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“…Women’s education also benefits developing countries’ economic efficiency (Schultz, 2002) and progress towards democracy (Wyndow, Li, & Mattes, 2013). Universal participation and gender parity in education is among the World Health Organization’s Millennium Development Goals (MDGs) (United Nations, 2013).…”

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confidence: 99%

Educational Outcomes for Orphan Girls in Rural Zimbabwe: Effects of a School Support Intervention

Iritani

Cho

Rusakaniko

et al. 2015

Health Care for Women International

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Educational achievement has important implications for the health and well-being of young women in sub-Saharan Africa. We assessed the effects of providing school support on educational outcomes of orphan girls in rural Zimbabwe. Data were from a randomized controlled trial offering the intervention group comprehensive schooling support and controls no treatment initially and then fees only. Results indicated comprehensive support reduced school dropout and absence but did not improve test scores. Providing support to orphan girls is promising for addressing World Health Organization Millennium Development Goals, but further research is needed about contextual factors affecting girls’ school participation and learning.

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“…Based on extant research and our own findings, the evidence for school support as an effective HIV prevention strategy appears to be weak, although helping youth to stay in school very likely will provide other health and economic benefits (Gakidou, Cowling, Lozano, & Murray, 2010; Psacharaopoulos & Patrinos, 2004; Wyndow, Li, & Mattes, 2013). While nurse visits positively affected school enrollment for orphaned youth and better implementation may have further increased continuous enrollment for some intervention participants, the point is moot since no association between length of school enrollment and sexually transmitted infection was found, despite high incident HSV-2 infection.…”

Section: Discussionmentioning

confidence: 93%

Process Evaluation of a Clinical Trial to Test School Support as HIV Prevention Among Orphaned Adolescents in Western Kenya

et al. 2017

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Orphaned adolescents are a large and vulnerable population in sub-Saharan Africa, at higher risk for HIV than non-orphans. Yet prevention of new infection is critical for adolescents since they are less likely than adults to enter and remain in treatment, and are the only age group with rising AIDS death rates. We report process evaluation for a randomized controlled trial (RCT) testing support to stay in school (tuition, uniform, nurse visits) as an HIV-prevention strategy for orphaned Kenyan adolescents. The RCT found no intervention effect on HIV/HSV-2 biomarker outcomes. With process evaluation, we examined the extent to which intervention elements were implemented as intended among the intervention group (N=412) over the 3-year study period (2012–2014), the implementation effects on school enrollment (0–9 terms), and whether more time in school impacted HIV/HSV-2. All analyses examined differences as a whole, and by gender. Findings indicate that school fees and uniforms were fully implemented in 94% and 96% of cases, respectively. On average, participants received 79% of the required nurse visits. Although better implementation of nurse visits predicted more terms in school, number of terms did not predict the likelihood of HIV/HSV-2 infection. Attending boarding school also increased number of school terms, but reduced the odds of infection for boys only. Four previous RCTs have been conducted in sub-Saharan Africa and only one found limited evidence of school impact on adolescent HIV/HSV-2 infection. Our findings add further indication that the association between school support and HIV/HSV-2 prevention appears to be weak or under-specified.

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Female Empowerment as a Core Driver of Democratic Development: A Dynamic Panel Model from 1980 to 2005

Cited by 59 publications

References 78 publications

Women Leaders and Social Performance: Evidence from Financial Cooperatives in Senegal

Women Leaders and Social Performance: Evidence from Financial Cooperatives in Senegal

Educational Outcomes for Orphan Girls in Rural Zimbabwe: Effects of a School Support Intervention

Process Evaluation of a Clinical Trial to Test School Support as HIV Prevention Among Orphaned Adolescents in Western Kenya

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