Girls' and Boys' Voices on the Gendered Experience of Learning during COVID-19 in Countries Affected by Displacement

Autor/inn/en	Dulieu, Nicole; Arlini, Silvia; Gordon, Mya; Krupar, Allyson
Titel	Girls' and Boys' Voices on the Gendered Experience of Learning during COVID-19 in Countries Affected by Displacement
Quelle	In: Journal on Education in Emergencies, 8 (2022) 2, S.73-110 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	COVID-19; Pandemics; Gender Differences; Student Experience; Foreign Countries; School Closing; Parent Attitudes; Student Attitudes; Barriers; Family Environment; Resources; Psychological Patterns; At Risk Students; Disadvantaged Youth; Environmental Influences; Socioeconomic Status; Asia; Middle East; Africa; Latin America + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Studienerfahrung; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Elternverhalten; Schülerverhalten; Familienmilieu; Betriebsmittel; Hilfsmittel; Benachteiligter Jugendlicher; Environmental influence; Umwelteinfluss; Socio-economic status; Sozioökonomischer Status; Asien; Vorderasien; Afrika; Lateinamerika
Abstract	This paper presents research on girls' and boys' gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. We applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. We complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls' and boys' perceptions of their learning and their voiced concerns during the COVID-19-related school closures. Our results show that the children in the displaced settings are likely to perceive a decline in learning during the pandemic, and that the factors influencing this perception differ between boys and girls. Girls' perceptions of learning "nothing" or only "a little bit" were more strongly associated with material barriers, such as limited access to learning materials and household economic circumstances, than was the case for boys. The boys' experience of learning "a little bit" or "nothing" was more strongly associated with increased negative feelings, including feeling sad or worried, increased violence in the home, and increased responsibility for looking after siblings or other children. This research notes the importance of supporting displaced children by providing adequate resources to enable equitable access to learning, and calls for cross-sectoral programming to support displaced children who are dealing with emotional pressure. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01