School enrollment in the Democratic Republic ofthe Congo: family economic well-being, gender, andplace of residence

Mabika, Crispin; Shapiro, David

doi:10.11564/26-2-213

Cited by 6 publications

(7 citation statements)

References 15 publications

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“…Youth who were not children of the head of the household were also less likely to have ever attended school or to have been enrolled in the previous year, and likewise less likely to have been currently enrolled. These findings conform to other research suggesting that children of the household head are more likely to enter and to be in school than children who have been fostered into the household (Sibanda, ; Mabika and Shapiro ).…”

Section: Results Of Multivariate Analysessupporting

confidence: 90%

“…Delayed entry to school is more common in rural areas and also among the youth, rural and urban, from families of lower economic well‐being (Mabika and Shapiro, ). And this delayed entry is one factor contributing to children being older than they should be for their grade in school.…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is considerable evidence that in developing countries, family and household variables are key determinants of children's access to and progress in school (e.g., see Schultz, ; Knodel and Jones, ; Lloyd and Blanc, ; Kaboré and Pilon, ; Lloyd and Hewett, ; Huisman and Smits, ; Glick and Sahn, ; Kazeem et al ., ; Mabika and Shapiro, ).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Access to Schooling and Staying in School in Selected Sub‐Saharan African Countries

Kuepié¹,

Shapiro²,

Tenikue³

2015

African Development Review

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This study jointly investigates factors driving the processes of accessing and staying in school in sub‐Saharan Africa. We explicitly account for the fact that staying in school or its converse, dropping out, is observed only among children who ever attend school. We use data from Demographic and Health Surveys from 12 countries. We find that access to school is typically lower for females, rural youth, and those from poorer households. Conditional on having ever attended school, these factors, as well as age in grade – an indicator of performance in school – typically help account for staying in school. We also find that keeping girls at school is very sensitive to school performance: girls with comparatively weak performance in school are more likely than their male counterparts to drop out of school, while girls who do relatively well in school are more likely to remain in school than boys, other things being equal.

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Section: Results Of Multivariate Analysessupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Access to Schooling and Staying in School in Selected Sub‐Saharan African Countries

Kuepié¹,

Shapiro²,

Tenikue³

2015

African Development Review

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“…Research concerning gender in sub-Saharan Africa has consistently found females to be at a disadvantage [3,14,15,16]. The causes of this effect are explained variously by entrenched gender roles, cultural norms, religion, and the domestic workload of women.…”

Section: Theory and Relevant Literaturementioning

confidence: 99%

Inequality in School Enrolment in Uganda among Children of Ages 6-17 Years: The Experience after Introduction of Universal Primary Education ∼ UPE

Rutaremwa¹

2013

SJEDU

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In 1997 the government of Uganda introduced the policy of Universal Primary Education-UPE whose aim was to improve on school enrolment. Equal opportunity and access to education is a central theme in the political agenda of government of Uganda, indeed universal access to primary education is MDG Goal II, which governments world over are striving to achieve. Research has not established whether inequalities in access to education still exist a decade after UPE was introduced in the country. Using data from the Uganda National Household Survey 2009/2010, this paper attempts to examine this issue. A total of 12,424 children of ages 6-17 years are selected for study. A measure of unevenness-Theil's index and a multinomial logistic regression are fitted to the data, adjusted for a number of social and demographic characteristics. The findings suggest that 81% of the children were currently attending school. Gender inequalities in school enrolment were not supported by the regression model findings. However, substantial and significant differences were observed for the various regions of the country, rural-urban residence, poverty status age of child, and household size. Although not all factors affecting current enrolment among children were analyzed, the discourse in this paper suggests need for intervention to address specific child enrolment inequalities identified.

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“…The presence of a male pensioner, a critical source of financial support, has also been linked to higher educational achievement for girls but not for boys (Hamoudi and Thomas 2005). At the same time, girls in very large households (Mabika and Shapiro 2012), or in households with many young children (Lindskog 2013), have lower educational achievement and school attendance than boys, possibly due to resource constraints and son preference. Finally, work done in rural South Africa suggests even greater nuance when unpacking the effects of household composition on education.…”

Section: Introductionmentioning

confidence: 99%

Household structure vs. composition: Understanding gendered effects on educational progress in rural South Africa

Madhavan

Myroniuk

Kuhn

et al. 2017

DemRes

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BACKGROUND Demographers have long been interested in the relationship between living arrangements and gendered outcomes for children in sub-Saharan Africa. Most extant research conflates household structure with composition and has revealed little about the pathways that link these components to gendered outcomes. OBJECTIVES First, we offer a conceptual approach that differentiates structure from composition with a focus on gendered processes that operate in the household; and second, we demonstrate the value of this approach through an analysis of educational progress for boys and girls in rural South Africa. METHODS We use data from the 2002 round of the Agincourt Health and Demographic Surveillance System. Our analytical sample includes 22,997 children aged 6–18 who were neither parents themselves nor lived with a partner or partner’s family. We employ ordinary least squares regression models to examine the effects of structure and composition on educational progress of girls and boys. RESULTS The results suggest that non-nuclear structures are associated with similar negative effects for both boys and girls compared to children growing up in nuclear households. However, the presence of other kin in the absence of one or both parents results in gendered effects favouring boys. CONCLUSION The absence of any gendered effects when using a household structure typology suggests that secular changes to attitudes about gender equity trump any specific gendered processes stemming from particular configurations. On the other hand, gendered effects that appear when one or both parents are absent show that traditional gender norms and/or resource constraints continue to favour boys. CONTRIBUTION Despite the wealth of literature on household structure and children’s educational outcomes in sub-Saharan Africa, the conceptual basis of these effects has not been well articulated. We have shown the value of unpacking household structure to better understand how gender norms and gendered resource allocations impact education.

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School enrollment in the Democratic Republic ofthe Congo: family economic well-being, gender, andplace of residence

Abstract: This paper examines school enrollment of youth in the Democratic Republic of the Congo (DRC), to identify the roles of family economic well-being

Cited by 6 publications

References 15 publications

Access to Schooling and Staying in School in Selected Sub‐Saharan African Countries

Access to Schooling and Staying in School in Selected Sub‐Saharan African Countries

Inequality in School Enrolment in Uganda among Children of Ages 6-17 Years: The Experience after Introduction of Universal Primary Education ∼ UPE

Household structure vs. composition: Understanding gendered effects on educational progress in rural South Africa

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