scholarly journals Does Free Primary Education Narrow Gender Differences in Schooling? Evidence from Kenya

2012 ◽  
Vol 21 (5) ◽  
pp. 691-722 ◽  
Author(s):  
A. M. Lucas ◽  
I. M. Mbiti
Keyword(s):  
Gender Differences ◽  
Primary Education ◽  
Free Primary Education

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

Access, Sorting, and Achievement: The Short-Run Effects of Free Primary Education in Kenya

2012 ◽  
Vol 4 (4) ◽  
pp. 226-253 ◽  
Author(s):  
Adrienne M Lucas ◽  
Isaac M Mbiti
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Education Program ◽  
Private School ◽  
Test Scores ◽  
School Entry ◽  
Exit Examination ◽  
Free Primary Education ◽  
Short Run ◽  
The Impact

We examine the impact of the Kenyan Free Primary Education program on student participation, sorting, and achievement on the primary school exit examination. Exploiting variation in pre-program dropout rates between districts, we find that the program increased the number of students who completed primary school, spurred private school entry, and increased access for students from disadvantaged backgrounds. We argue that the program was welfare enhancing as it promoted educational access without substantially reducing the test scores of students who would have been in school in the absence of the program. (JEL H52, I21, I28, O15)

scholarly journals Free Primary Education and Implementation in Kenya

SAGE Open ◽  
2015 ◽  
Vol 5 (1) ◽  
pp. 215824401557148 ◽  
Author(s):  
Benta A. Abuya ◽  
Kassahun Admassu ◽  
Moses Ngware ◽  
Elijah O. Onsomu ◽  
Moses Oketch
Keyword(s):  
Primary Education ◽  
Free Primary Education

scholarly journals Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences

2020 ◽  
Vol 11 ◽  
Author(s):  
Alicia Muñoz-Silva ◽  
Cecilia De la Corte de la Corte ◽  
Bárbara Lorence-Lara ◽  
Manuel Sanchez-Garcia
Keyword(s):  
Gender Differences ◽  
Prosocial Behavior ◽  
Primary Education ◽  
Psychosocial Adjustment ◽  
Behavioral Problems ◽  
Sampling Technique ◽  
Sociometric Status ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Public And Private

The acceptance or rejection of classmates is one of the most widely recognized determinants of wellbeing in childhood. This study analyses psychosocial adjustment and sociometric status in primary education pupils, and possible differences by gender. A cross-sectional survey was undertaken in Huelva (Spain). The surveyed schools were selected using a stratified random sampling technique with both public and private elementary schools. Sample was composed of 247 4th grade students. Data revealed gender differences in psychosocial adjustment, particularly in terms of prosocial behavior in girls and behavioral problems in boys. Popular and rejected statuses presented opposing adjustment profiles, particularly in hyperactive symptoms and behavioral problems. When the sample was separated by gender, the differences between the types of status in emotional symptomatology and prosocial behavior disappeared. In addition, the differences between statuses were greater in boys, and were defined mainly by hyperactivity, whilst for girls these differences were more apparent in behavioral problems.

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