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Engaged Graduate Student Grants

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

The Team

  • Graduate student:  Aubryn Sidle, development sociology
  • Special committee chair:  Parfait Eloundou-Enyegue, Department of Global Development

    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

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