Posts tagged gender
Are girls’ math skills different than boys’? Evidence from an early grade numeracy assessment in five countries

Numeracy Boost is Save the Children’s early grades math approach which focuses on supporting teachers, students, and communities to improve and strengthen foundational math skills. It is based on expert input, research on how children learn math, and best practices in early math education. Numeracy Boost has been implemented in seven countries, in both development and humanitarian settings. Data collected on student learning outcomes and student’s home numeracy environment has provided SC with a deeper understanding of children's foundational math skills and various trends in math as they relate to types of skills, gender, home environment and socio-economic background. This investigation will use data on student learning outcomes collected from the Numeracy Boost assessment across five countries as a first step in better understanding what we can learn in terms of the relationship between gender and math acquisition in the early primary grades.

Can we close the gender gap in mathematics? Lessons learned from Secondary Schools in Ethiopia

This study will explore gender gaps in mathematics for secondary students in Ethiopia. Data for this study will correspond to subsequent evaluations of the Supporting Transition of Adolescent Girls through Enhancing Systems (STAGES) project, implemented in Ethiopia’s Wolaita Zone of the Southern Nations Nationalities and Peoples Region (SNNPR). The purpose of this paper is two-fold: a) to gauge the gender gap in mathematics performance and b) to understand which elements within the STAGES intervention are having a positive impact in math outcomes for girls. Overall, this study will allow us to reflect more critically on what we can do to improve the situation of girls in secondary schooling, in relation to mathematics.

Published: April 2019

Author(s): Fernanda Gandara, School-to-School International

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Gender patterns in mathematics achievement in the early years: Results from Tayari Kenya

Tayari is funded by the Children's Investment Fund Foundation and is implemented by the Government of Kenya and RTI International. Tayari provides classroom materials for literacy and mathematics, life skills and social activities, ongoing skill-based teacher professional development, and focused classroom support to all of the pre-primary teachers in four of Kenya’s counties (Nairobi, Laikipia, Uasin Gishu and Siaya). In addition, Tayari supports low-cost private schools serving the nonformal settlements and slum areas in Nairobi. The program supports the Pre-Primary 1 (4-year old) and Pre-Primary 2 (5 year-old) classes.

Exploring gender attitudes and learning in Sierra Leone (CIES presentation)

This presentation was presented as part of the panel, The Equity Initiative: Creating an Environment for Gender Equity, at CIES 2018.

This presentation presents findings from pilot measures of gender norms among early adolescents and caregivers. Drawing on data from program sites in Cote d’Ivoire and Sierra Leone, we present an analysis of the individual, household and community-level predictors of attitudes towards gender norms related to education and sexuality. Next, we explore the relation between gender norms and literacy, numeracy and socio-emotional competencies. We conclude with a discussion of the strengths and limitations of this approach to measuring gender norms, and a discussion of how these findings are being used to inform program design and implementation.

Gender Attitudes and Beliefs: Students, Parents, School Staff (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Creating an Environment for Gender Equity, at CIES 2018.

This presentation presents findings from Uganda that demonstrate that the attitudes of primary school students, parents, and school staff are very often different. The implications of these data for programming that supports more egalitarian attitudes and equality in education for all children will be discussed.