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

Autor/in	Kyei, Pearl
Titel	When Boys Read Better than Girls: The Correlation between Gender Disparities in Schooling Participation and Reading Performance in Sub-Saharan Africa
Quelle	In: Africa Education Review, 18 (2021) 3-4, S.41-58 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyei, Pearl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2022.2151924
Schlagwörter	Gender Differences; Reading Achievement; Reading Skills; Grade 6; Elementary School Students; Literacy; Student Participation; Attendance; Achievement Gap; Psychological Patterns; Educational Environment; Sex Role; Foreign Countries; Botswana; Kenya; Lesotho; Malawi; Mauritius; Mozambique; Namibia; Seychelles; South Africa; Swaziland; Tanzania; Uganda; Zambia; Zimbabwe + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Leseleistung; Reading skill; Lesefertigkeit; School year 06; 6. Schuljahr; Schuljahr 06; Alphabetisierung; Schreib- und Lesefähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Anwesenheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterrolle; Ausland; Kenia; Mosambik; Seychellen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Tansania; Sambia; Simbabwe
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01