The role of gender attitudes in shaping girls’ participation in formal education in the Democratic Republic of the Congo: A matched of analysis of girls’ and caregivers’ perspectives

Abstract

Gender attitudes play a powerful role in influencing girls’ involvement in formal education, which is associated with positive outcomes pertaining to girls’ protection and well-being. A quantitative survey was conducted with 866 girls (ages 10–14) and 774 matched primary caregivers from 14 sites in South Kivu, Democratic Republic of the Congo. Data were analyzed using multivariable mixed effects ordinal logistic regression models. Findings suggest that more equitable gender attitudes on the part of girls and caregivers were associated with girls’ higher levels of school participation. When considered jointly, the gender attitudes of caregivers had greater influence over girls’ outcomes than those held by girls. Caregivers reporting more equitable beliefs on the Men’s Rights and Privileges sub-scale were associated with a nearly-two-fold (1.95) increase in the predicted probability of girls being in school at the highest level of participation. Findings suggest the need for interventions seeking to promote gender equality in the lives of girls to take an Ecological approach that works with girls, caregivers, and along with broader family structures.