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Title: 

Girls’ and Boys’ Voices on the Gendered Experience of Learning During COVID-19 in Countries Affected by Displacement

Authors: Dulieu, Nicole
Arlini, Silvia
Gordon, Mya
Krupar, Allyson
Keywords: gender;displacement;COVID-19;school closures;perceptions of learning;wellbeing;violence;quality learning;child rights;participatory research;education in emergencies
Issue Date: Jun-2022
Publisher: Inter-agency Network for Education in Emergencies
Citation: Dulieu, Nicole, Silvia Arlini, Mya Gordon, and Allyson Krupar. 2022. “Girls’ and Boys’ Voices on the Gendered Experience of Learning During COVID-19 in Countries Affected by Displacement.” Journal on Education in Emergencies 8 (2): 73-110. https://doi.org/10.33682/kskg-4gq4.
Series/Report no.: Volume 8;Number 2
Abstract: This paper presents research on girls’ and boys’ gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. We applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. We complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls’ and boys’ perceptions of their learning and their voiced concerns during the COVID-19-related school closures. Our results show that the children in the displaced settings are likely to perceive a decline in learning during the pandemic, and that the factors influencing this perception differ between boys and girls. Girls’ perceptions of learning “nothing” or only “a little bit” were more strongly associated with material barriers, such as limited access to learning materials and household economic circumstances, than was the case for boys. The boys’ experience of learning “a little bit” or “nothing” was more strongly associated with increased negative feelings, including feeling sad or worried, increased violence in the home, and increased responsibility for looking after siblings or other children. This research notes the importance of supporting displaced children by providing adequate resources to enable equitable access to learning, and calls for cross-sectoral programming to support displaced children who are dealing with emotional pressure.
URI: http://hdl.handle.net/2451/63854
ISSN: 2518-6833
Rights: The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
Appears in Collections:Volume 8, Number 2

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