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Unpacking the Relationship between Female Teachers and Gender Gaps in the Democratic Republic of the Congo: The Critical Role of Gender-Sensitive Pedagogy in Student Attendance and Achievement

36 Pages Posted: 6 Sep 2022 Publication Status: Published

See all articles by Fernanda Gandara

Fernanda Gandara

Room to Read, California

Anne Laesecke

School-to-School International

Abstract

In the Democratic Republic of the Congo (DRC), literature about factors that influence the relationship between attendance and gender gaps in educational achievement is sparse. Using moderated mediation analysis based on monitoring and evaluation data, this study provides a deeper understanding of the mechanisms that sustain girls’ attendance and achievement rates in DRC primary schools. Results show that female teachers who engage in inclusive classroom practices are associated to improved attendance among girls. Additionally, results show that pre-existing gender-based achievement gaps and the time teachers spend demonstrating content to students, relate to gender-based achievement gaps favouring boys. These results highlight the importance of teacher practices and the role that gender-sensitive pedagogy plays in minimising gendered achievement gaps.

Keywords: gender gaps, gender-sensitive pedagogy, attendance, mediation, Democratic Republic of Congo, girls' education

Suggested Citation

Gandara, Fernanda and Laesecke, Anne, Unpacking the Relationship between Female Teachers and Gender Gaps in the Democratic Republic of the Congo: The Critical Role of Gender-Sensitive Pedagogy in Student Attendance and Achievement. Available at SSRN: https://ssrn.com/abstract=4182871 or http://dx.doi.org/10.2139/ssrn.4182871

Fernanda Gandara (Contact Author)

Room to Read, California ( email )

Anne Laesecke

School-to-School International ( email )

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