Barriers to School Attendance and Gender Inequality: Empirical Evidence from a Sample of Ghanaian Schoolchildren

Autor/inn/en	Wolf, Sharon; McCoy, Dana C.; Godfrey, Erin B.
Titel	Barriers to School Attendance and Gender Inequality: Empirical Evidence from a Sample of Ghanaian Schoolchildren
Quelle	In: Research in Comparative and International Education, 11 (2016) 2, S.178-193 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499916632424
Schlagwörter	Barriers; Equal Education; Attendance; Access to Education; Foreign Countries; Enrollment; Gender Differences; Family Relationship; Fees; Beliefs; Student Employment; Educational Policy; Elementary School Students; Junior High School Students; Health; Safety; Measures (Individuals); Correlation; Caregiver Attitudes; Interviews; Regression (Statistics); Ghana + Suchen Sie Ihr Suchwort? Anwesenheit; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Einschulung; Geschlechterkonflikt; Gebühren; Studiengebühren; Belief; Glaube; Studentenarbeit; Politics of education; Bildungspolitik; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Gesundheit; Sicherheit; Messdaten; Korrelation; Interviewing; Interviewtechnik; Regression; Regressionsanalyse
Abstract	Governments in sub-Saharan Africa have made marked efforts to increase school enrollment. Yet attendance and completion rates remain low, particularly for girls. This study examines the reasons that school children do not attend school in a sample of Ghanaian students. Girls were more likely to miss school because a family member was sick, whereas boys were more likely to miss school due to work. Caregivers' inability to pay school fees and belief that it is better to educate boys than girls were related to lower school attendance for girls but not for boys. Implications of the findings to inform efforts to improve educational access for all children are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01