Histories of Women’s Education and Shifting Frames of ‘Femininity’

2020 ◽  
pp. 231-236
Author(s):  
Stephanie Spencer ◽  
Tim Allender
Keyword(s):  
Women's Education

Women's education in developing countries

1993 ◽  
Author(s):  
Elizabeth M. King ◽  
M. Anne Hill
Keyword(s):  
Developing Countries ◽  
Women's Education

Song, Se-Yeol(Woo-Am)’s Women's Education Thought

2018 ◽  
Vol 95 ◽  
pp. 285-315
Author(s):  
Jae-cheon Chang
Keyword(s):  
Women's Education

Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning

2020 ◽  
Author(s):  
Michelle Kaffenberger ◽  
Lant Pritchett
Keyword(s):  
Child Mortality ◽  
Women's Education ◽  
Basic Education ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Life Outcomes ◽  
Primary Schooling ◽  
The Impact ◽  
Financial Practices ◽  
Attenuation Bias

Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

scholarly journals Individual and community-level risk factors of women’s acceptance of intimate partner violence in Ethiopia: multilevel analysis of 2011 Ethiopian Demographic Health Survey

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emiru Merdassa Atomssa ◽  
Araya Abrha Medhanyie ◽  
Girmatsion Fisseha
Keyword(s):  
Risk Factors ◽  
Intimate Partner Violence ◽  
Health Survey ◽  
Women's Education ◽  
Partner Violence ◽  
Significant Risk ◽  
Intimate Partner ◽  
Community Level ◽  
State Region ◽  
The Individual

Abstract Background The prevalence of Intimate partner violence (IPV) is higher in societies with higher acceptance of norms that support IPV. In Ethiopia, the proportion of women’s acceptance of IPV was 69%, posing a central challenge in preventing IPV. The main objective of this study was to assess the individual and community-level factors associated with women’s acceptance of IPV. Methods Two-level mixed-effects logistic regression was applied to the 2011 Ethiopia Demographic and Health Survey data. A total of 16,366 women nested in the 596 clusters were included in the analysis. Results The acceptability of the IPV was estimated to be 69%. Among the individual-level factors: women’s education with secondary and above (AOR = 0.38; 95% CI 0.29–0.52), partner’s education secondary and above (AOR = 0.71; 95% CI 0.54–0.82), women aged 35–49 years (AOR = 0.67; 95% CI 0.54–0.82), fully empowered in household level decision making (AOR = 0.67; 95% CI0.54–0.81), literate (AOR = 0.76; 95% CI 0.62–0.92), and perceived existence of law that prevents IPV (AOR = 0.56; 95% CI 0.50–0.63) were significantly associated with women’s acceptance of IPV. Similarly, rural residence (AOR = 1.93; 95% CI 1.53–2.43) and living in the State region (AOR = 2.37; 95% CI 1.81–3.10) were significantly associated with the women’s acceptance of IPV among the community-level factors. Conclusion Both individual and community-level factors were significant risk factors for the acceptability of intimate partner violence. Women's education, women's age, women’s empowerment, partner education level, perceived existence of the law, and literacy were among individual factors. State region and residence were among community-level risk factors significantly associated women’s acceptance of IPV.

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