Family Contexts and Schooling Disruption among Orphans in Post-Genocide Rwanda |
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Authors: | Kevin J A Thomas |
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Institution: | (1) Departments of African and African American Studies and Sociology, Pennsylvania State University, University Park, PA 16801, USA |
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Abstract: | This study examines the relationship between orphan status and schooling disruption in post-genocide Rwanda. The results indicate
that while non-orphans have more favorable schooling outcomes in two-parent than in single-parent families, the reverse is
true among Rwandan orphans. In single-mother households, paternal orphans, i.e. orphans with only a living mother, have better
outcomes than their orphan and non-orphan counterparts. In contrast, paternal orphans have worse outcomes than other children in two-parent households,
especially in households headed by males. Maternal orphans are more likely to experience schooling disruptions than non-orphans
regardless of family structure. The maternal-orphan disadvantage is nevertheless greater in female-headed than in male-headed
households. As expected, non-related orphans are more disadvantaged than orphans related to their household heads. However,
non-related orphans have a greater disadvantage in two-parent than in single-parent households. The results also suggest that
within households, the provision of childcare to children below schooling age is an impediment to orphan’s schooling. These
impediments are, however, greater for double-orphans than paternal or maternal orphans. |
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