Boys lagging behind: Unpacking gender differences in academic achievement across East Africa |
| |
| Affiliation: | 1. Copenhagen Business School, Denmark;2. UNU-WIDER, Mozambique;3. University of Illinois at Urbana-Champaign, USA;1. Unit of Research Studies and Indicators, National Institute of Educational Evaluation, Uruguay;2. Department of Social Work and Social Pedagogy, Ghent University, Belgium;1. University of Toronto, 252 Bloor Street West, Toronto, ON, M5S 1V6, Canada;2. Universidad del Rosario, Cra. 6 A No. 12 C 13, Bogotá, Colombia;1. Faculty of Engineering / Sana’a University, Sana’a, Yemen;2. College of Engineering-Unaizah / Qassim University, Saudi Arabia;3. Faculty of Information Technology / Saba University, Sana’a, Yemen;1. Pakistan Institute of Development Economics (PIDE), Islamabad, Pakistan;2. University of Southern Queensland, Toowoomba, QLD 4350, Australia;1. Martin Buber Society of Fellows, Hebrew University, Israel;2. Department of African Languages, Makerere University, Uganda;3. Department of General Linguistics, Stellenbosch University, South Africa |
| |
| Abstract: | We estimate the current magnitude of gender gaps in literacy and numeracy in Kenya, Tanzania and Uganda, using large-scale nationally representative data of children ages 6–16. Using a household fixed effects approach, we document that girls outperform boys in all three countries; in numeracy by 0.03 SDs (Uganda) to 0.05 SDs (Kenya and Tanzania) and literacy by 0.06 SDs (Uganda and Tanzania) to 0.09 SDs (Kenya). However, the gender gap in achievement is highly geographically clustered, reversing in sign in some districts. In highlighting the heterogeneity of gender disparities in academic performance in these three countries in East Africa, this study show that systematic female disadvantage in schooling is no longer the norm. |
| |
| Keywords: | Test scores Education Gender gap East Africa |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
