The school participation effect: investigating violence and formal education among girls in the Democratic Republic of the Congo

Landis, Debbie; Yu, Gary; Tanner, Sophie; Karungu, Caroline; Mallinga, PA; Falb, Kathryn; Stark, Lindsay

doi:10.1080/03057925.2018.1464384

Cited by 14 publications

(11 citation statements)

References 35 publications

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“…For example, the proportion of marriage was nearly double among girls who never went to school (26.6%) as compared to those who were in the highest level of participation in formal education (15.3%). In a prior article examining education among the broader sample of girls in this study (ages 10-14), the highest grade completed by participants was an average of three years behind what would be expected according to their age (Landis et al, 2018). Building on these findings, the fact that married girls in this study have completed less education than their non-married peers is even more concerning, as the sample as a whole was affected by disrupted participation in formal schooling.…”

Section: Discussionmentioning

confidence: 58%

“…In addition, findings suggest that marriage interferes with the potential protective role that higher levels of participation in formal education can play with regard to certain forms of violence. In a previous publication based on this study, which did not account for marriage and drew upon the larger sample of girls (ages 10-14), higher levels of participation in formal education were significantly associated with lower reported proportions of physical and sexual violence (Landis et al, 2018). In the case of this analysis, however, higher levels of participation in formal education were associated with lower proportions of sexual violence among non-married girls, while this protective benefit was not present for girls who were married.…”

Section: Discussionmentioning

confidence: 73%

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Violence, Well-Being and Level of Participation in Formal Education among Adolescent Girls in Eastern Democratic Republic of the Congo: The Role of Child Marriage

Landis

Falb

Michelis³

et al. 2018

SSJ

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Child marriage is a well-recognized barrier to education, and exposes girls to an increased risk of violence along with other negative health and developmental outcomes. A quantitative survey was conducted with girls selected from 14 communities in South Kivu, Democratic Republic of the Congo (DRC). Data from 350 girls (ages 13-14) were analyzed using mixed effects logistic regression models. Findings revealed that child marriage was associated with lower levels of participation in formal education as well as higher rates of physical, sexual and emotional violence. In particular, when adjusting for age and girls’ level of participation in formal education, being married was associated with more than a three-fold (OR: 3.23) increased risk of experiencing sexual violence (p<0.001). Married girls were also significantly more likely to affirm the belief that they would be forced to marry their perpetrator in the event that they were raped (p=0.017), suggesting that a portion of girls within this sample may have experienced this occurrence. Although higher levels of participation in formal education were associated with a reduced risk of violence among non-married girls, these differences were not observed for girls who were married. Findings reveal that child marriage has a significantly negative effect on the relationship between girls’ level of participation in formal education and experiences with violence. Taken cumulatively, findings from this study suggest an overall harmful relationship between child marriage and girls’ safety, education and well-being, and that efforts to prevent its occurrence in the DRC and beyond are urgently needed.

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Section: Discussionmentioning

confidence: 58%

Section: Discussionmentioning

confidence: 73%

Violence, Well-Being and Level of Participation in Formal Education among Adolescent Girls in Eastern Democratic Republic of the Congo: The Role of Child Marriage

Landis

Falb

Michelis³

et al. 2018

SSJ

Self Cite

View full text Add to dashboard Cite

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“…Indicators of educational/learning outcomes were not frequently identified in this review. Educational interventions in humanitarian settings may not be evaluated using traditional outcomes such as literacy and numeracy; evaluating gender-disaggregated attendance or participation may be prioritized over academic achievement alone [ 50 , 51 ]. Further, in humanitarian settings, education might not be delivered in a traditional format nor focused on traditional topics with well-established measurement standards, including numeracy and literacy rates [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

Tools for measuring gender equality and women’s empowerment (GEWE) indicators in humanitarian settings

et al. 2021

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Background Effective measurement of Gender Equality and Women’s Empowerment (GEWE) is challenging in low and middle-income countries (LMICs), and even more so in humanitarian settings. Conflict, natural disasters, and epidemics may increase gender inequities, but also present an opportunity to address them. This scoping review describes and identifies gaps in the measurement tools, methods, and indicators used to measure GEWE in humanitarian settings, and presents a dashboard that can be used by researchers, organizations and governments to identify GEWE measurement tools. Methods Scientific articles published between January 2004 and November 2019 were identified using Embase, Medline, PsycInfo, CINAHL, Scopus, and PAIS index. Relevant non peer-reviewed literature was downloaded from the websites of humanitarian organizations. Publications on women and/or girls impacted by a humanitarian crisis in a LMIC, within 5 years of data collection, were included. Publications were double-screened in the title/abstract and full-text stages. We used a machine learning software during the title/abstract screening to increase the efficiency of the process. Measurement tools, sampling and data collection methods, gap areas (geographical, topical and contextual), and indicators were catalogued for easy access in an interactive Tableau dashboard. Results Our search yielded 27,197 publications and 2396 non peer-reviewed literature reports. One hundred and seventy publications were included in the final review. Extracted indicators were categorized into seven domains: economic, health, human development, leadership, psychological, security and justice, and sociocultural. The vast majority of studies were observational, and over 70% utilized a cross-sectional study design. Thirty-eight toolkits and questionnaires were identified in this review, of which 19 (50%) were designed specifically for humanitarian settings. Sociocultural was the largest domain in number of studies and indicators in this review, with gender-based violence indicators reported in 66% of studies. Indicators of economic, human development and leadership were uncommon in the peer-reviewed literature. Discussion While there has been some effort to measure GEWE in conflict-affected and other humanitarian settings, measurement has largely focused on violence and security issues. A more comprehensive framework for measuring GEWE in these settings is needed; objective measurement of women’s empowerment and gender equality should be prioritized by organizations providing humanitarian aid.

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“…It can also result from the breakdown of mechanisms for restricting and punishing perpetrators, which contributes to an atmosphere of impunity for sexual violence (Salem 2018). As in the case of forced recruitment, both the fact and the threat of sexual violence are powerful deterrents preventing school attendance (GCPEA 2018;Sommer et al 2018b;UNESCO 2011), particularly for adolescent girls in contexts where reputation and marriageability are of paramount importance (Landis et al 2018;Buvinić et al 2013). This can be another factor driving up rates of early marriage, with its consequent impact on education (Pereznieto et al 2017).…”

Section: A211 Physical Security and Gender-based Violence (Gbv)mentioning

confidence: 99%

Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo

Marchais

Gupta

Brandt

et al. 2021

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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The school participation effect: investigating violence and formal education among girls in the Democratic Republic of the Congo

Cited by 14 publications

References 35 publications

Violence, Well-Being and Level of Participation in Formal Education among Adolescent Girls in Eastern Democratic Republic of the Congo: The Role of Child Marriage

Violence, Well-Being and Level of Participation in Formal Education among Adolescent Girls in Eastern Democratic Republic of the Congo: The Role of Child Marriage

Tools for measuring gender equality and women’s empowerment (GEWE) indicators in humanitarian settings

Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo

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