Gender Norms, Beliefs and Academic Achievement of Orphaned Adolescent Boys and Girls in Uganda

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.

Keywords:

• Academic achievement
• gender beliefs
• gender norms
• orphaned adolescents
• Uganda

Acknowledgments

Financial support for the Suubi-Maka study came from the National Institute of Mental Health (Grant Number # RMH081763A, PI: Fred M. Ssewamala, PhD). We are grateful to the staff and the volunteer team at the International Center for Child Health and Development (ICHAD) in Uganda for monitoring the study implementation process. Our special thanks go to all children and their caregiving families who agreed to participate in the study.

Disclosure statement

The authors have no conflict of interest to report.

Availability of data and materials

The datasets analyzed during the current study are available from the corresponding author on reasonable request.

Data availability statement

The data that support the findings of this study are available on request from the corresponding author (PN).

Additional information

Funding

This work was supported by the National Institute of Mental Health (Grant # RMH081763A).

Notes on contributors

Proscovia Nabunya

Proscovia Nabunya, PhD, is a Research Assistant Professor at the Brown School at Washington University in St. Louis. Her research is focused on HIV-related stigma, family and community-based support system for children and families impacted by HIV/AIDS in Sub-Saharan Africa.

Jami Curley

Jami Curley, PhD, is an Associate Professor of Social Work at Saint Louis University in St. Louis. Her research is focused on asset-building policy, social economic development and child welfare policies.

Fred M. Ssewamala

Fred M. Ssewamala, PhD, is a Professor of Social Work and Public Health at the Brown School at Washington University in St. Louis. He develops and tests economic empowerment and social protection interventions aimed at improving life chances and long-term developmental impacts for children and adolescent youth impacted by poverty and health disparities in sub- Saharan Africa.