Search results

The Sustainable Development Goals aimed at empowering women and achieving gender equity in education. In Kenyan the government emphasizes on girls' education to bring it at par with that of the boys as stipulated in the Constitution of Kenya of 2010. This Research Article was generated from a study that examined the relationship between fishing industry around Lake Victoria and girls' enrollment in the secondary schools of Nyangoma Division in Siaya County in Kenya. Purposive sampling was used to select 4 out of the 10 secondary schools in Nyangoma Division from which data was collected from 159 Form 3 and 4 students. Stratified random sampling technique was used to select 16 teachers. Descriptive survey research design was used in the study. Questionnaire was used for data collection. The Data was analyzed quantitatively using descriptive statistics like frequencies, percentages and pie-charts. Chi-square statistics was used to test the null hypothesis. The study showed that there was significant relationship between fishing industry and enrollment of girls in secondary school. The study recommended enforcement of child-labour laws in Kenya in order to help retain girls in schools as well as deter their engagement in the fishing industry.

Abstract
There is limited research that explores the dropout and re-enrollment experiences of girls of color in urban schools despite these students having higher rates of early school withdrawal than their racial counterparts. Girls of color that dropout often have to navigate racial and gender stereotypes within a larger heteronormative system of oppression that challenges their identity as young women. Drawing from Role-Identity and Social Stress Theory, this qualitative study examined the intersection of race, gender, and space in structuring how female students of color negotiated their status as former "dropouts" to returners. Their narratives illustrate how dropout stigmas of girls of color are mediated by the context in which they experienced racial microstressors, and how they negotiated parent relationships in their pursuit of a high school diploma.

Abstract
This is a short paper assessing the impacts of a targeted policy aimed to improve the quality of education for girls in India, i.e., the Kasturba Gandhi Balika Vidyalaya (KGBV) program. Under this program residential schools were built for girls in grades 6–8 (often known as middle school) and were unique because it is one of the few programs that exclusively focuses on improving school infrastructure for girls. The program was restricted to individuals belonging to backward castes in India which provides exogenous identifying variation. I use this eligibility criteria along with cohort variation in exposure to the program introduced in 2004 to estimate the impact of KGBV on enrollment and academic performance. I find that potentially affected cohorts are more likely to have attended school and perform better on reading tests. I run placebo regressions with data from a pre-policy year and do not find any effects along these dimensions providing confidence in the identification strategy.

Sociological research examines the gender gap reversal in higher education and the gender division in paid and unpaid labor for adult women, especially "the second shift literature," as two distinct topics. In this study, we extend the insights of the second shift literature to research on youth labor and adolescents' enrollment in higher education. Using data from the Youth Development Study from 1988 to 1992, we find that the negative association of unpaid labor with adolescents' college enrollment odds was at least as large as, if not greater than, that of paid labor. Although labor engagement had adverse impacts both for female and male adolescents during this time, the negative associations of youth labor with college enrollment were more pronounced for male students. We discuss the implications of these findings and explain their relevance to more contemporary cohorts of high school students in the conclusion.

Improve student enrollment outcomes and meet institutional goals through the effective management of student enrollments. Published with the American Association for Collegiate Registrars and Admissions Officers (AACRAO), the Handbook of Strategic Enrollment Management is the comprehensive text on the policies, strategies, practices that shape postsecondary enrollments. This volume combines relevant theories and research, with applied chapters on the management of offices such as admissions, financial aid, and the registrar to provide a comprehensive guide to the complex world of Strategic Enr

This study examines the influence of foreign direct investment (FDI), overseas development aid (ODA), and remittances on the enrollment of girls and boys in 103 countries over the years 1970–2011. The results suggest that remittances have a contemporaneous robust significant influence on enrollment, with the positive effect being slightly higher for girls than for boys. FDI and ODA have an influence on the enrollment of girls and boys only after a significant time lag. The results also suggest that the impact of remittances on enrollment is increased through income and a well-developed financial sector; FDI through better institutions and a well-developed financial sector; and ODA through better government policy.

This study examines the influence of foreign direct investment (FDI), overseas development aid (ODA), and remittances on the enrollment of girls and boys in 103 countries over the years 1970–2011. The results suggest that remittances have a contemporaneous robust significant influence on enrollment, with the positive effect being slightly higher for girls than for boys. FDI and ODA have an influence on the enrollment of girls and boys only after a significant time lag. The results also suggest that the impact of remittances on enrollment is increased through income and a well-developed financial sector; FDI through better institutions and a well-developed financial sector; and ODA through better government policy.