Citation

Roby JL, Lambert MJ, Lambert J. Int. J. Soc. Welf. 2009; 18(4): 342-353.

Copyright

(Copyright © 2009, John Wiley and Sons)

DOI

10.1111/j.1468-2397.2008.00616.x

PMID

unavailable

Abstract

Although education of children is universally accepted as a leading mechanism of poverty eradication and social development, many developing nations continue to struggle in achieving gender parity in primary and secondary education. While Mozambique has recently accelerated its efforts to reduce this gap, girls are still enrolled and attending school at a much lower rate than boys. The present study explored the barriers to children's – especially girls' – education in central Mozambique, based on information on 738 children in two separate communities. Household, child, environmental, and social/cultural factors are examined in the context of global and regional data. The study found girls to be impacted more negatively by every correlating factor, including the lingering practice, in rural areas, of early marriage. Policy and research implications are discussed.