南苏丹少女厕所安全和经期污名对上学的影响

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ellen Spiller , Alexandra Blackwell , Cosmas Ayella , Eleonora Mansi , Kathryn Falb
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引用次数: 0

摘要

本研究利用国际救援委员会对该地区10-20岁小学生的调查数据,调查了影响南苏丹Panyijar县少女经期出勤率的因素。主要研究结果显示,在学校厕所里的安全感是出勤率的关键预测因素,那些在月经期间感到安全的人在月经期间上学的几率明显更高。相反,羞耻感会显著降低出勤率。年龄也起到了积极的作用,每多一岁,上学的可能性就会增加。在一个综合模型中,月经期间学校厕所的安全是影响最大的因素,而羞耻的负面影响虽然减少了,但仍然很大。这些发现强调了解决物质基础设施(例如,安全的私人厕所)和社会心理障碍(例如,污名和羞耻)对于支持经期女孩的教育成果的重要性。本研究为资源匮乏和人道主义环境下的政策制定者和教育工作者提供了可行的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of latrine safety and menstrual stigma on school attendance among adolescent girls in South Sudan
This study examined the factors influencing school attendance during menstruation among adolescent girls in Panyijar County, South Sudan, using secondary data from an International Rescue Committee survey of adolescents aged 10–20 years attending primary schools in the region. Key findings reveal that feelings of safety in school latrines are critical predictors of attendance, with those feeling safe while menstruating exhibiting notably higher odds of attending school during menstruation. Conversely, feelings of shame significantly decreased the odds of attendance. Age also played a positive role, with each additional year correlating with an increased likelihood of attending school. In a comprehensive model, safety in school latrines during menstruation emerged as the most influential factor, whereas the negative impact of shame, although reduced, remained significant. These findings underscore the importance of addressing both physical infrastructure (e.g., safe, private latrines) and psychosocial barriers (e.g., stigma and shame) to support educational outcomes for menstruating girls. This study provides actionable insights for policymakers and educators in low-resource, and humanitarian contexts.
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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