Girls’ Education Attainment in Southern Malawi
Studying the effects of self-efficacy and agency skills on learning outcomes for girls in Malawi
Both theory and practice suggest that soft skills, such as self-efficacy and agency, are critically important for student success, and are particularly powerful for marginalized and rural girls in Africa who must overcome extraordinary personal and environmental challenges to attend school. Although soft skills are at the center of recent debates around what works in girls’ education, there is almost no consensus about which skills are most important and in which contexts. Conducted in collaboration with community partner Advancing Girls’ Education in Africa (AGE Africa), Aubryn Sidle’s research will contribute to filling knowledge gaps on soft skills through a causal evaluation of AGE Africa’s after-school program CHATS: Creating Healthy Approaches to Success.
Topics: Access, Equity and Justice; Education
- Graduate student: Aubryn Sidle, development sociology
Special committee chair:
Parfait Eloundou-Enyegue, Department of Development Sociology
College of Agriculture and Life Sciences
- Community partner: Advancing Girls’ Education in Africa
In the News
OCTOBER 10, 2018
Six grad students win Fulbright-Hays fellowships
– Cornell Chronicle
Engaged Graduate Student Grants
Supporting Ph.D. students in any field — whether they are experienced in community-engaged research and scholarship or just getting started.