Do not forget the boys – gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study
Identifieur interne : 002062 ( Pmc/Curation ); précédent : 002061; suivant : 002063Do not forget the boys – gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study
Auteurs : I. S. Hensels ; L. Sherr ; S. Skeen ; A. Macedo ; K. J. Roberts ; M. TomlinsonSource :
- AIDS Care [ 0954-0121 ] ; 2016.
Abstract
Gender is an important factor in child development. Especially in sub-Saharan Africa, girls have often been shown to be less likely to access education compared to boys. The consequence of this has been that that programmes addressing child development are often aimed at girls in order to redress gender imbalances. This study examines the effect of gender on the development of children attending community-based organisations in high HIV-affected areas, and explores whether community-based organisation attendance was associated with any changes in gender differences over time. Baseline data from 989 children and 12–15 month follow from 854 (86% response rate) were used to examine gender differences in children from Malawi and South Africa. At baseline, where there were differences by gender, these tended to disadvantage boys. It was found that boys were significantly more often found to be subjected to violence. Boys showed worse performance at school and more behavioural problems than girls. These gender differences persisted from baseline to follow-up. At follow-up, boys self-reported significantly worse average quality of life than girls. Only harsh discipline differed by gender in progression over time: boys experienced a stronger reduction in harsh physical discipline than girls from baseline to follow-up. Since harsh discipline was associated with boys’ worse educational outcomes and behavioural problems, our data cautiously suggests that gender differences could be reduced over time. In conclusion, our data suggests that, perhaps due to the narrow equity approach focusing on provision for girls, boys may be overlooked. As a result, there are some specific experiences where boys are generally worse off. These differences have distinct ramifications for the educational and emotional development of boys. A broader equity approach to child development might be warranted to ensure that the needs of both girls and boys are considered, and that boys are not overlooked.
Url:
DOI: 10.1080/09540121.2016.1176680
PubMed: 27392005
PubMed Central: 4991231
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<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Do not forget the boys – gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study</title><author><name sortKey="Hensels, I S" sort="Hensels, I S" uniqKey="Hensels I" first="I. S." last="Hensels">I. S. Hensels</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Sherr, L" sort="Sherr, L" uniqKey="Sherr L" first="L." last="Sherr">L. Sherr</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Skeen, S" sort="Skeen, S" uniqKey="Skeen S" first="S." last="Skeen">S. Skeen</name><affiliation><nlm:aff id="AF2"></nlm:aff></affiliation><affiliation><nlm:aff id="AF3"></nlm:aff></affiliation></author><author><name sortKey="Macedo, A" sort="Macedo, A" uniqKey="Macedo A" first="A." last="Macedo">A. Macedo</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Roberts, K J" sort="Roberts, K J" uniqKey="Roberts K" first="K. J." last="Roberts">K. J. Roberts</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Tomlinson, M" sort="Tomlinson, M" uniqKey="Tomlinson M" first="M." last="Tomlinson">M. Tomlinson</name><affiliation><nlm:aff id="AF2"></nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">27392005</idno><idno type="pmc">4991231</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4991231</idno><idno type="RBID">PMC:4991231</idno><idno type="doi">10.1080/09540121.2016.1176680</idno><date when="2016">2016</date><idno type="wicri:Area/Pmc/Corpus">002063</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Corpus" wicri:corpus="PMC">002063</idno><idno type="wicri:Area/Pmc/Curation">002062</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Curation">002062</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Do not forget the boys – gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study</title><author><name sortKey="Hensels, I S" sort="Hensels, I S" uniqKey="Hensels I" first="I. S." last="Hensels">I. S. Hensels</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Sherr, L" sort="Sherr, L" uniqKey="Sherr L" first="L." last="Sherr">L. Sherr</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Skeen, S" sort="Skeen, S" uniqKey="Skeen S" first="S." last="Skeen">S. Skeen</name><affiliation><nlm:aff id="AF2"></nlm:aff></affiliation><affiliation><nlm:aff id="AF3"></nlm:aff></affiliation></author><author><name sortKey="Macedo, A" sort="Macedo, A" uniqKey="Macedo A" first="A." last="Macedo">A. Macedo</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Roberts, K J" sort="Roberts, K J" uniqKey="Roberts K" first="K. J." last="Roberts">K. J. Roberts</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Tomlinson, M" sort="Tomlinson, M" uniqKey="Tomlinson M" first="M." last="Tomlinson">M. Tomlinson</name><affiliation><nlm:aff id="AF2"></nlm:aff></affiliation></author></analytic><series><title level="j">AIDS Care</title><idno type="ISSN">0954-0121</idno><idno type="eISSN">1360-0451</idno><imprint><date when="2016">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><title>ABSTRACT</title><p>Gender is an important factor in child development. Especially in sub-Saharan Africa, girls have often been shown to be less likely to access education compared to boys. The consequence of this has been that that programmes addressing child development are often aimed at girls in order to redress gender imbalances. This study examines the effect of gender on the development of children attending community-based organisations in high HIV-affected areas, and explores whether community-based organisation attendance was associated with any changes in gender differences over time. Baseline data from 989 children and 12–15 month follow from 854 (86% response rate) were used to examine gender differences in children from Malawi and South Africa. At baseline, where there were differences by gender, these tended to disadvantage boys. It was found that boys were significantly more often found to be subjected to violence. Boys showed worse performance at school and more behavioural problems than girls. These gender differences persisted from baseline to follow-up. At follow-up, boys self-reported significantly worse average quality of life than girls. Only harsh discipline differed by gender in progression over time: boys experienced a stronger reduction in harsh physical discipline than girls from baseline to follow-up. Since harsh discipline was associated with boys’ worse educational outcomes and behavioural problems, our data cautiously suggests that gender differences could be reduced over time. In conclusion, our data suggests that, perhaps due to the narrow equity approach focusing on provision for girls, boys may be overlooked. As a result, there are some specific experiences where boys are generally worse off. These differences have distinct ramifications for the educational and emotional development of boys. A broader equity approach to child development might be warranted to ensure that the needs of both girls and boys are considered, and that boys are not overlooked.</p></div></front><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Auvinen, J" uniqKey="Auvinen J">J. 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<front><journal-meta><journal-id journal-id-type="nlm-ta">AIDS Care</journal-id><journal-id journal-id-type="iso-abbrev">AIDS Care</journal-id><journal-id journal-id-type="archive">CAIC</journal-id><journal-id journal-id-type="publisher-id">caic20</journal-id><journal-title-group><journal-title>AIDS Care</journal-title></journal-title-group><issn pub-type="ppub">0954-0121</issn><issn pub-type="epub">1360-0451</issn><publisher><publisher-name>Taylor & Francis</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">27392005</article-id><article-id pub-id-type="pmc">4991231</article-id><article-id pub-id-type="publisher-id">1176680</article-id><article-id pub-id-type="doi">10.1080/09540121.2016.1176680</article-id><article-categories><subj-group subj-group-type="article-type"><subject>Article</subject></subj-group><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Do not forget the boys – gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Hensels</surname><given-names>I. S.</given-names></name><xref ref-type="aff" rid="AF1"><sup>a</sup></xref></contrib><contrib contrib-type="author"><name><surname>Sherr</surname><given-names>L.</given-names></name><xref ref-type="aff" rid="AF1"><sup>a</sup></xref><xref ref-type="corresp" rid="cor1"><sup>*</sup></xref></contrib><contrib contrib-type="author"><name><surname>Skeen</surname><given-names>S.</given-names></name><xref ref-type="aff" rid="AF2"><sup>b</sup></xref><xref ref-type="aff" rid="AF3"><sup>c</sup></xref></contrib><contrib contrib-type="author"><name><surname>Macedo</surname><given-names>A.</given-names></name><xref ref-type="aff" rid="AF1"><sup>a</sup></xref></contrib><contrib contrib-type="author"><name><surname>Roberts</surname><given-names>K. J.</given-names></name><xref ref-type="aff" rid="AF1"><sup>a</sup></xref></contrib><contrib contrib-type="author"><name><surname>Tomlinson</surname><given-names>M.</given-names></name><xref ref-type="aff" rid="AF2"><sup>b</sup></xref></contrib><aff id="AF1"><label><sup>a</sup></label><institution><named-content content-type="department">Department of Infection and Population Health</named-content>,<named-content content-type="institution-name">University College London</named-content></institution>,<named-content content-type="city">London</named-content>,<country>UK</country></aff><aff id="AF2"><label><sup>b</sup></label><institution><named-content content-type="department">Department of Psychology</named-content>,<named-content content-type="institution-name">Stellenbosch University</named-content></institution>,<named-content content-type="city">Stellenbosch</named-content>,<country>South Africa</country></aff><aff id="AF3"><label><sup>c</sup></label><institution><named-content content-type="department">Department of Psychiatry and Mental Health</named-content>,<named-content content-type="institution-name">University of Cape Town</named-content></institution>,<named-content content-type="city">Cape Town</named-content>,<country>South Africa</country></aff></contrib-group><author-notes><corresp id="cor1"><label>CONTACT </label> Lorraine Sherr <email xlink:href="l.sherr@ucl.ac.uk">l.sherr@ucl.ac.uk</email></corresp></author-notes><pub-date pub-type="ppub"><day>26</day><month>5</month><year>2016</year><pmc-comment>string-date: 2016</pmc-comment>
</pub-date><pub-date pub-type="epub"><day>8</day><month>7</month><year>2016</year></pub-date><volume>28</volume><issue>sup2</issue><issue-title>Equity Supplement (sponsored by the Coalition for Children Affected by AIDS)</issue-title><fpage seq="14">100</fpage><lpage>109</lpage><history><date date-type="received"><day>2</day><month>2</month><year>2016</year></date><date date-type="accepted"><day>23</day><month>3</month><year>2016</year></date></history><permissions><copyright-statement>© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group</copyright-statement><copyright-year>2016</copyright-year><copyright-holder>The Author(s)</copyright-holder><license license-type="open-access" xlink:href="http://creativecommons.org/licenses/by/4.0/"><license-p>This is an Open Access article distributed under the terms of the Creative Commons Attribution License (<ext-link ext-link-type="uri" xlink:href="http://creativecommons.org/licenses/by/4.0/">http://creativecommons.org/licenses/by/4.0/</ext-link>), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.</license-p></license></permissions><self-uri content-type="pdf" xlink:type="simple" xlink:href="caic-28-100.pdf"></self-uri><abstract><title>ABSTRACT</title><p>Gender is an important factor in child development. Especially in sub-Saharan Africa, girls have often been shown to be less likely to access education compared to boys. The consequence of this has been that that programmes addressing child development are often aimed at girls in order to redress gender imbalances. This study examines the effect of gender on the development of children attending community-based organisations in high HIV-affected areas, and explores whether community-based organisation attendance was associated with any changes in gender differences over time. Baseline data from 989 children and 12–15 month follow from 854 (86% response rate) were used to examine gender differences in children from Malawi and South Africa. At baseline, where there were differences by gender, these tended to disadvantage boys. It was found that boys were significantly more often found to be subjected to violence. Boys showed worse performance at school and more behavioural problems than girls. These gender differences persisted from baseline to follow-up. At follow-up, boys self-reported significantly worse average quality of life than girls. Only harsh discipline differed by gender in progression over time: boys experienced a stronger reduction in harsh physical discipline than girls from baseline to follow-up. Since harsh discipline was associated with boys’ worse educational outcomes and behavioural problems, our data cautiously suggests that gender differences could be reduced over time. In conclusion, our data suggests that, perhaps due to the narrow equity approach focusing on provision for girls, boys may be overlooked. As a result, there are some specific experiences where boys are generally worse off. These differences have distinct ramifications for the educational and emotional development of boys. A broader equity approach to child development might be warranted to ensure that the needs of both girls and boys are considered, and that boys are not overlooked.</p></abstract><kwd-group kwd-group-type="author"><title>KEYWORDS</title><kwd>Gender</kwd><kwd>HIV/AIDS</kwd><kwd>children</kwd><kwd>community</kwd><kwd>education</kwd><kwd>violence</kwd></kwd-group><funding-group><funding-statement>This study was funded by Sweden/Norad through a nesting agreement with HelpAge.</funding-statement></funding-group><counts><fig-count count="0"></fig-count><table-count count="5"></table-count><equation-count count="0"></equation-count><ref-count count="50"></ref-count><page-count count="10"></page-count></counts></article-meta></front></pmc></record>Pour manipuler ce document sous Unix (Dilib)
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