Peer-reviewed article
Gender Norms, Beliefs and Academic Achievement of Orphaned Adolescent Boys and Girls in Uganda
Proscovia Nabunya, Jami Curley, Fred M. Ssewamala ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how gender norms and beliefs affect academic achievement among orphaned adolescents in Uganda. Orphaned adolescents overall held traditional gender norms favoring males, though girls were more likely to hold egalitarian views. Adolescents with more egalitarian gender beliefs achieved better school grades. The findings suggest that programs supporting vulnerable adolescents should include components addressing harmful gender norms to improve educational outcomes.
Key points
- Orphaned adolescents overall held strong traditional gender norms favoring males over females
- Girls were more likely than boys to report egalitarian gender norms and beliefs
- More egalitarian gender norms and beliefs were associated with better school grades
- The study calls for integrating gender norm components into education policy and programs for vulnerable adolescents
Limitations
The document does not specify the sample size, the magnitude of grade differences, or the strength of the association between gender beliefs and academic performance. It also does not clarify whether the findings apply only to orphaned adolescents or whether comparisons with non-orphaned peers were made.
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.