Abstract

This study examined the traditional gender norms and beliefs held by orphaned adolescent boys and girls, and the role of such norms and beliefs on their academic performance. Data from a NIMH-funded study known as Suubi-Maka in Uganda were analyzed. Results indicate that overall, adolescents held strong gendered norms and beliefs that favor males over females. Compared to boys, girls were more likely to report more egalitarian gender norms and beliefs that give equal consideration to both girls and boys. In addition, more egalitarian gender norms and beliefs were associated with better school grades. Study findings point to the need to integrate targeted components that address harmful gender norms and beliefs in programs that support vulnerable adolescents, including education policy, if we are to address inequalities in education access and achievement, as well promote and strengthen education for all in sub-Saharan Africa.

 抽象的

这项研究考察了孤儿青少年男孩和女孩所持有的传统性别规范和信仰，以及这些规范和信仰对其学业成绩的作用。对来自 NIMH 资助的乌干达 Suubi-Maka 研究的数据进行了分析。结果表明，总体而言，青少年持有强烈的性别规范和信念，偏重男性而非女性。与男孩相比，女孩更有可能表现出更加平等的性别规范和信仰，这些规范和信仰给予女孩和男孩同等的考虑。此外，更平等的性别规范和信仰与更好的学校成绩有关。研究结果指出，如果我们要解决教育机会和成就方面的不平等问题，并促进和加强低收入群体的全民教育，就需要将解决有害性别规范和信仰的有针对性的内容纳入支持弱势青少年的计划中，包括教育政策。 -撒哈拉非洲。