Gender Differences in HIV/HSV-2: Evidence from a School Support Randomized Controlled Trial Among Orphaned Adolescents in Kenya

Cho, Hyunsan; Deming, Michelle E.; Park, Ju‐Hyun; Iritani, Bonita J.

doi:10.1007/s10461-019-02518-4

Cited by 9 publications

(11 citation statements)

References 35 publications

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“…Following our secondary search for studies that described the interventions identified, we found 27 additional manuscripts. Thus, the total number of manuscripts reviewed was 112 [19‐130]. These manuscripts described 74 unique intervention research studies (Table 1) […”

Section: Resultsmentioning

confidence: 99%

Youth engagement in HIV prevention intervention research in sub‐Saharan Africa: a scoping review

Asuquo

Tahlil

Muessig

et al. 2021

J. Intern. AIDS Soc.

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Introduction Youth engagement in HIV research is generally recognized as essential, but often neglected or minimally implemented in practice. Engagement is a process of working collaboratively with diverse groups of people to address common issues. We conducted a scoping review of youth HIV prevention interventions in sub‐Saharan Africa to identify and categorize forms and levels of youth engagement across the lifespan of intervention research. Methods We followed Arksey and O'Malley's framework for organizing a scoping review. We searched seven databases for related articles on identified intervention studies through May 28 th 2020. Included studies focused on youth (10 to 24 years old) HIV prevention interventions in sub‐Saharan Africa. Two reviewers independently examined citations and full manuscripts for inclusion. Data were extracted on study characteristics, location, description of youth engagement and extent of engagement. Youth engagement approaches were categorized based on Hart’s ladder as substantial engagement (strong youth decision‐making power), moderate engagement (shared decision making with adults), minimal engagement (no youth decision‐making power) or no engagement. Results We identified 3149 citations and included 112 studies reporting on 74 unique HIV interventions. Twenty‐two interventions were in low‐income countries, 49 in middle‐income countries, and three were in both. Overall, only nine interventions (12%) had substantial or moderate youth engagement, two‐thirds (48, 65%) had minimal youth engagement and 17 interventions (23%) had no youth engagement. We also identified specific engagement strategies (e.g. youth‐led research, crowdsourcing) that were feasible in multiple settings and resulted in substantial engagement. Conclusions We found limited youth engagement in youth HIV prevention intervention studies in sub‐Saharan Africa. However, several activities resulted in substantial youth engagement and could be relevant in many low‐and‐middle‐income‐country (LMIC) settings.

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Section: Resultsmentioning

confidence: 99%

Youth engagement in HIV prevention intervention research in sub‐Saharan Africa: a scoping review

Asuquo

Tahlil

Muessig

et al. 2021

J. Intern. AIDS Soc.

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“…(Giordono & Pugatch, 2017). The other studies included components such as school construction (Bagby et al, 2017; Datta Gupta et al, 2018; Yamauchi and Liu, 2011a, 2011b), academic support (Cho et al, 2019; Hallfors et al, 2011; Iritani et al, 2016; Lakshminarayana et al, 2013), sanitary products (Hallfors et al, 2011; Iritani et al, 2016), in‐school feeding (Datta Gupta et al, 2018), and negotiation training and mentoring (Ashraf et al, 2018; Giordono & Pugtach, 2017), among others.…”

Section: Resultsmentioning

confidence: 99%

“…We identified 13 studies (15 papers), four quasi‐experimental and nine experimental, all multi‐component (see Table 5.8). Eight out of the nine experimental studies had a low risk of bias; the exception (Cho et al, 2019) had some concerns due to a lack of information about the randomization procedure, and some imbalances at baseline. Risk of bias in the quasi‐experimental studies varied, from low (Okurut, 2015; Okurut, 2018) to some concerns (Meller & Litschig, 2015) to high risk of bias due to failure to properly control for confounding or deal with missing data and lack of information about methods (Hungi & Ngware, 2017; Morrell et al, 2014) (see Tables 3 and 4).…”

Section: Resultsmentioning

confidence: 99%

“…Twelve of the studies evaluated multi‐component interventions (Agüero & Bharadwaj, 2014; Chicoine, 2016; Cho et al, 2019; Chyi & Zhou, 2010; De Neve & Subramanian, 2017; Grant, 2015; Grépin and Bharadwaj, 2015; Güneş, 2016; Hallfors et al, 2011; Hungi & Ngware, 2017; Iritani et al, 2016; Mbiti et al, 2019; Osili & Long, 2008), which included other components such as school construction, recruitment of new teachers, teacher training, school materials provision, academic support, life skills training, automatic grade progression, and cash transfers. The nine studies of single component programs ranged from free primary education policies (Grogan, 2009; Keats, 2018; Lucas & Mbiti, 2010; Makate, 2016), and tuition and/or fee waivers programs paid directly to the school (Adelman et al, 2017; Barrera‐Osorio et al, 2017; Blimpo et al, 2016; Duflo et al, 2019; Hermida, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Fourteen studies (16 articles) attempted to address an inability to afford school materials (see Table 5.17). Eight studies had a low risk of bias, and six (Cho et al, 2019;Chyi & Zhou, 2010;Datta Gupta et al, 2018;Giordono & Pugatch, 2017;Kazianga et al, 2012;Kazianga et al, 2019;Yamauchi & Liu, 2011a, 2011b) had some concerns. All 14 reported on effects of these interventions on girls, with 12 studies demonstrating at least one significant effect in the expected direction (GRADE Summary 1, Figure 4.17.1).…”

Section: Inability To Afford School Materials (Barrier 17)mentioning

confidence: 99%

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Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Psaki

Haberland

Mensch

et al. 2022

Campbell Systematic Reviews

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Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low‐ and middle‐income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender‐related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender‐related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS‐Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi‐experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer‐reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender‐related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS‐I tool for quasi‐experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta‐analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender‐related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising inter...

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Pathways to Depression and Poor Quality of Life Among Adolescents in Western Kenya: Role of Anticipated HIV Stigma, HIV Risk Perception, and Sexual Behaviors

Luseno

Field²,

Iritani

et al. 2020

AIDS Behav

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Gender Differences in HIV/HSV-2: Evidence from a School Support Randomized Controlled Trial Among Orphaned Adolescents in Kenya

Cited by 9 publications

References 35 publications

Youth engagement in HIV prevention intervention research in sub‐Saharan Africa: a scoping review

Youth engagement in HIV prevention intervention research in sub‐Saharan Africa: a scoping review

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Pathways to Depression and Poor Quality of Life Among Adolescents in Western Kenya: Role of Anticipated HIV Stigma, HIV Risk Perception, and Sexual Behaviors

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