The education of girls and women in Uganda

Atekyereza, Peter

doi:10.4314/jsda.v16i2.23876

Cited by 11 publications

(9 citation statements)

References 4 publications

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“…Schools are the places where some of the dearly held Phatudi "You should give a child love and take them warm-heartedly from their parent" beliefs and traditions of the community can be challenged by not accentuating differences. Accentuation of these differences is congruent with results of studies that have found that girls leave school early to get married or are pushed out of school because they cannot cope with schoolwork due to the demands made upon them at their homes (Atekyereza, 2001). …”

Section: Recommendations and Conclusionsupporting

confidence: 77%

“…According to Crespi (2003), gender socialisation is a process that teaches children what it means to be a boy or girl. Atekyereza (2001) says that promoting gendered roles in Uganda had a negative effect of polarising roles with an adverse effect on their identity and self-esteem. He furthermore says that socialisation is tantamount to being subjected to "pressures -rewarding, punishing, -that push the child towards evoking certain acceptable responses" (Atekyereza, 2001:118).…”

Section: Figure 1: Boys Packing Away Chairs and Girls Packing Away Mamentioning

confidence: 99%

“…He furthermore says that socialisation is tantamount to being subjected to "pressures -rewarding, punishing, -that push the child towards evoking certain acceptable responses" (Atekyereza, 2001:118). Gendered roles start in the home, and the schools being the microcosms of the societies they come from, are expected to promote those values held dearly in their communities (Atekyereza, 2001;Crespi, 2003).…”

Section: Figure 1: Boys Packing Away Chairs and Girls Packing Away Mamentioning

confidence: 99%

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“You should give a child love and take them warm-heartedly from their parent”: Preschool teachers’ practice and understanding of care

Phatudi

2017

PiE

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Section: Recommendations and Conclusionsupporting

confidence: 77%

Section: Figure 1: Boys Packing Away Chairs and Girls Packing Away Mamentioning

confidence: 99%

Section: Figure 1: Boys Packing Away Chairs and Girls Packing Away Mamentioning

confidence: 99%

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“You should give a child love and take them warm-heartedly from their parent”: Preschool teachers’ practice and understanding of care

Phatudi

2017

PiE

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“…In Uganda, sociocultural. economic, policy and political obstacles to the education of women were found to explain the lower rates of female school enrolment (Atekyereza 2001). Families may give greater priority to boys' education while traditional customs pertaining to the social status of women may have become incorporated into the economic and political framework, thereby inadvertently interrupting their schooling.…”

Section: Discussionmentioning

confidence: 98%

Orphans' household circumstances and access to education in a maturing HIV epidemic in eastern Zimbabwe

Nyamukapa¹,

Foster²,

Gregson³

2004

Journal of Social Development in Africa

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Levels of orphanhood and patterns of different forms of orphanhood (namely, double, paternal and maternal) will change as an HIV epidemic progresses. The implications of different forms of orphanhood for children's development will also change as the cumulative impact of a period of sustained high morbidity and mortality takes its toll on the adult population. In this article we describe patterns of orphanhood and orphans' educational experience in populations in eastern Zimbabwe subject to a major HIV epidemic which is maturing into its endemic phase. Levels of orphanhood have grown recently but rates of maternal and double orphanhood, in particular, are likely to continue to increase for several years to come. Orphans are found disproportionately in rural, female-, elderly-and adolescent-headed households. Each of these is a risk factor for more extreme poverty. The over-representation in ntral areas could reflect urban-niral migration around the time of death of the parent due to loss of income and the high cost of living in towns. Over-representation in female-, elderly-and adolescentheaded households reflects the predisposition of men to seek employment in towns, estates and mines; the higher level of paternal orphanhood; the reluctance of second wives to take responsibility for their predecessors' children and stress in the extended family system. The death of the mother was found to fuive a strong detrimental effect on a child's chances of completing primary school education-the strength of effect increasing with time since maternal death. The death of the father had no detrimental effect, despite the fact that paternal orphans were typically found in the poorest households.

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“…Related to that, parents or caregivers generally prefer sending boys to school since the education benefits for a girl are enjoyed by the family into which she marries and not her family of origin (Atekyereza, 2001). Additionally, the HIV/AIDS pandemic in sub-Saharan Africa and the resulting illnesses and deaths of the adults in the household, create the need for girls to stay home from school to help take care of sick relatives and smaller siblings, and perform overall household duties in the context of ill or deceased caregivers.…”

Section: Education and Gender In Ugandamentioning

confidence: 99%

Child development accounts (CDAs): An asset-building strategy to empower girls in Uganda

Curley

Ssewamala

Nabunya

et al. 2014

International Social Work

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This study explores an innovative intervention for orphaned children in Uganda. It combines standard health care with an economic empowerment component. We refer to this combination as a family asset-based intervention, which provides each child with a child development account (CDA), a matched savings account for secondary schooling; financial education; and a mentor. This article examines the educational outcomes of the girls in this study. The results from the first two waves of the study indicate that CDAs have the potential to begin to help negate the effects of past gender inequalities and to help provide a path for young girls to move forward.

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The education of girls and women in Uganda

Abstract: The African e-Journals Project has digitized full text of articles of eleven social science and humanities journals. This item is from the digital archive maintained by Michigan State University Library.

Cited by 11 publications

References 4 publications

“You should give a child love and take them warm-heartedly from their parent”: Preschool teachers’ practice and understanding of care

“You should give a child love and take them warm-heartedly from their parent”: Preschool teachers’ practice and understanding of care

Orphans' household circumstances and access to education in a maturing HIV epidemic in eastern Zimbabwe

Child development accounts (CDAs): An asset-building strategy to empower girls in Uganda

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