4.4.2 Gender Attitudes Overall, children with and without disabilities held similar views and beliefs related to gender norms and power relations in the home and school. Children who were orphans, however, had less positive views on gender attitudes than children who were not orphans and these findings were significant (p = .000). Table 13 and Figure 20 present the ANOVA findings from the group mean comparisons on the Gender Attitude Index. Orphans’ Figure 20. Mean Comparisons for Gender Attitude Index beliefs about gender stereotypes and power relations in the home and school tended to represent a more conservative and traditional viewpoint. Orphans were more likely than non-orphans to agree with the following statements: Girls continue in school if they get married (62.8% versus 50.3%; p < .005) It is acceptable for a to disagree with her husband (68.5% versus 57.3%; p < .005) A pregnant girl should be allowed to go to school (88.7% versus 83.0%; p < .001) Table 13. Group Mean Comparisons on Gender Attitude Index: Orphans and Children with Disabilities 95% Confidence Mean (N) StdDev F-test p-value Interval Orphans Orphans 5.76 (570) 1.59 5.63–5.89 30.21 .000 Not orphans 6.16 (3,579) 1.60 6.10–6.21 Disabilities Children with a 6.18 (125) 1.70 5.88–6.49 disability .311 .577 Children without a 6.10 (4019) 1.61 6.05–6.15 disability 4.4.3 SRGBV Experiences When there are longstanding hierarchical power structures in schools and communities, marginalized populations often have low status and are valued less, especially children. These imbalanced power relations place some children at a higher risk of experiencing SRGBV. Children living in poverty, orphans, children from minority ethnic groups or races, and children who have disabilities are known to be at a higher risk of bullying, corporal punishment, and sexual harassment and assault than children who are not in these subpopulations (Bisika, Ntata, & Konyani, 2009; Parkes, 2015).
4.4.2 Gender Attitudes Overall, children with and without disabilities held similar views and beliefs related to gender norms and power relations in the home and school. Children who were orphans, however, had less positive views on gender attitudes than children who were not orphans and these findings were significant (p = .000). Table 13 and Figure 20 present the ANOVA findings from the group mean comparisons on the Gender Attitude Index. Figure 20. Mean Comparisons for Gender Attitude Index Orphans’ beliefs about gender stereotypes and power relations in the home and school tended to represent a more conservative and traditional viewpoint. Orphans were more likely than non-orphans to agree with the following statements: Girls continue in school if they get married (62.8% versus 50.3%; p < .005) It is acceptable for a to disagree with her husband (68.5% versus 57.3%; p < .005) A pregnant girl should be allowed to go to school (88.7% versus 83.0%; p < .001) Table 13. Group Mean Comparisons on Gender Attitude Index: Orphans and Children with Disabilities Mean (N) StdDev 95% Confidence Interval F-test p-value Orphans Orphans 5.76 (570) 1.59 5.63–5.89 30.21 .000 Not orphans 6.16 (3,579) 1.60 6.10–6.21 Disabilities Children with a disability 6.18 (125) 1.70 5.88–6.49 .311 .577 Children without a disability 6.10 (4019) 1.61 6.05–6.15 4.4.3 SRGBV Experiences When there are longstanding hierarchical power structures in schools and communities, marginalized populations often have low status and are valued less, especially children. These imbalanced power relations place some children at a higher risk of experiencing SRGBV. Children living in poverty, orphans, children from minority ethnic groups or races, and children who have disabilities are known to be at a higher risk of bullying, corporal punishment, and sexual harassment and assault than children who are not in these subpopulations (Bisika, Ntata, & Konyani, 2009; Parkes, 2015).
SRGBV%20Addendum%20Report.docx