The role of gender attitudes in shaping girls' participation in formal education in the Democratic Republic of the Congo: A matched of analysis of girls' and caregivers' perspectives. (July 2021)

• Record Type: Journal Article
• Authors: Landis, Debbie; Falb, Kathryn; Nyanguba, Martin; Stark, Lindsay
• Is Part Of: Children and youth services review. Volume 126(2021)
• Publication Date: 2021-07
• Subjects: Gender attitudes -- Social norms -- Education -- Adolescent girls -- Democratic Republic of the Congo; Social work with children -- Periodicals; Social work with youth -- Periodicals; Adolescent -- Periodicals; Child Welfare -- Periodicals; Social Work -- Periodicals; Service social aux enfants -- Périodiques; Service social à la jeunesse -- Périodiques; Electronic journals; 362.705
• DOI: 10.1016/j.childyouth.2021.106025
• Languages: English
• ISSNs: 0190-7409

Abstract

Highlights: Equitable gender attitudes were associated with girls' higher school participation. Both girls' and caregivers' gender attitudes were significant on their own. Caregivers' gender attitudes attenuated those of girls for certain measures. Interventions are needed that target girls along with broader systemic structures. Abstract: Gender attitudes play a powerful role in influencing girls' involvement in formal education, which is associated with positive outcomes pertaining to girls' protection and well-being. A quantitative survey was conducted with 866 girls (ages 10–14) and 774 matched primary caregivers from 14 sites in South Kivu, Democratic Republic of the Congo. Data were analyzed using multivariable mixed effects ordinal logistic regression models. Findings suggest that more equitable gender attitudes on the part of girls and caregivers were associated with girls' higher levels of school participation. When considered jointly, the gender attitudes of caregivers had greater influence over girls' outcomes than those held by girls. Caregivers reporting more equitable beliefs on the Men's Rights and Privileges sub-scale were associated with a nearly-two-fold (1.95) increase in the predicted probability of girls being in school at the highest level of participation. Findings suggest the need for interventions seeking to promote gender equality in the lives of girls to take an Ecological approach that works with girls, caregivers, and along with broader family structures.