Equality of opportunity: Social determinants of university expectation amongst school attending adolescents in Bissau, Guinea-Bissau

Jon Edmund Bollom; Aladje Baldé; Zeca Jandi; Hamadou Boiro; Geir Gunnlaugsson; Jónína Einarsdóttir

doi:10.1016/j.ijer.2022.102129

Equality of opportunity: Social determinants of university expectation amongst school attending adolescents in Bissau, Guinea-Bissau

Jon Edmund Bollom^*, Aladje Baldé, Zeca Jandi, Hamadou Boiro, Geir Gunnlaugsson, Jónína Einarsdóttir

^*Corresponding author for this work

Faculty of Sociology, Anthropology and Folkloristics

Research output: Contribution to journal › Article › peer-review

Abstract

This research explores determinants of higher education (HE) expectation in Bissau, Guinea-Bissau. Survey data includes 2,039 randomly selected responses from school-attending adolescents, from June 2017. HE expectations were indicated by 77% of girls and 68.7% of boys, privately schooled adolescents more frequently (78.5%) than publicly schooled peers (67.6%). Akaike Information Criterion was utilised, modelling HE expectation. Logistic regression indicated that female gender (OR=1.569), private schooling (OR=1.747), perceived comparative school performance (OR=1.776), increased studying time (OR=1.436), greater parent valuation of studies (OR=1.526), and parental warmth (OR=1.092) predicted HE expectation. Student-teacher conflict (OR=.546) and school disenfranchisement (OR=.755) negatively predicted HE expectations. Comparison with previous research in socioeconomically distinct higher income settings suggests consistently predictive and contextually influenced determinants of university expectation.

Original language	English
Article number	102129
Journal	International Journal of Educational Research
Volume	117
DOIs	https://doi.org/10.1016/j.ijer.2022.102129
Publication status	Published - 1 Jan 2023

Bibliographical note

Funding Information:
This research was supported by the Research Fund of the University of Iceland and funds from the School of Social Sciences, University of Iceland, ICSRA, Reykjavík University, and Erasmus+ staff mobility grants.

Funding Information:
The research represents a collaborative effort. We would like to extend our gratitude to the students, teachers and head teachers in participating schools; Minister of Education at the time, Sandji Fati, for authorising the study; João Ribeiro Butiam Có who contributed to the translation and preparation of the survey questionnaire and facilitated the creation of the research group in Bissau; Inga Dóra Sigfúsdóttir, Álfgeir Logi Kristjánsson, Hrefna Pálsdóttir, Margrét Lilja Guðmundsdóttir, and Jón Sigfússon of ICSRA for the support for electronic data transformation of questionnaires for data analysis, and encouragement to implement the survey under the umbrella of Planet Youth; and Stefán Þór Gunnarsson, the Social Science Institute, University of Iceland, for statistical advice.

Publisher Copyright:
© 2022

Other keywords

Adolescents
Higher education
Logistic regression
Social determinants
Survey questionnaires
West Africa

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10.1016/j.ijer.2022.102129

Cite this

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abstract = "This research explores determinants of higher education (HE) expectation in Bissau, Guinea-Bissau. Survey data includes 2,039 randomly selected responses from school-attending adolescents, from June 2017. HE expectations were indicated by 77% of girls and 68.7% of boys, privately schooled adolescents more frequently (78.5%) than publicly schooled peers (67.6%). Akaike Information Criterion was utilised, modelling HE expectation. Logistic regression indicated that female gender (OR=1.569), private schooling (OR=1.747), perceived comparative school performance (OR=1.776), increased studying time (OR=1.436), greater parent valuation of studies (OR=1.526), and parental warmth (OR=1.092) predicted HE expectation. Student-teacher conflict (OR=.546) and school disenfranchisement (OR=.755) negatively predicted HE expectations. Comparison with previous research in socioeconomically distinct higher income settings suggests consistently predictive and contextually influenced determinants of university expectation.",

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note = "Funding Information: This research was supported by the Research Fund of the University of Iceland and funds from the School of Social Sciences, University of Iceland, ICSRA, Reykjav{\'i}k University, and Erasmus+ staff mobility grants. Funding Information: The research represents a collaborative effort. We would like to extend our gratitude to the students, teachers and head teachers in participating schools; Minister of Education at the time, Sandji Fati, for authorising the study; Jo{\~a}o Ribeiro Butiam C{\'o} who contributed to the translation and preparation of the survey questionnaire and facilitated the creation of the research group in Bissau; Inga D{\'o}ra Sigf{\'u}sd{\'o}ttir, {\'A}lfgeir Logi Kristj{\'a}nsson, Hrefna P{\'a}lsd{\'o}ttir, Margr{\'e}t Lilja Gu{\dh}mundsd{\'o}ttir, and J{\'o}n Sigf{\'u}sson of ICSRA for the support for electronic data transformation of questionnaires for data analysis, and encouragement to implement the survey under the umbrella of Planet Youth; and Stef{\'a}n {\TH}{\'o}r Gunnarsson, the Social Science Institute, University of Iceland, for statistical advice. Publisher Copyright: {\textcopyright} 2022",

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AU - Einarsdóttir, Jónína

N1 - Funding Information: This research was supported by the Research Fund of the University of Iceland and funds from the School of Social Sciences, University of Iceland, ICSRA, Reykjavík University, and Erasmus+ staff mobility grants. Funding Information: The research represents a collaborative effort. We would like to extend our gratitude to the students, teachers and head teachers in participating schools; Minister of Education at the time, Sandji Fati, for authorising the study; João Ribeiro Butiam Có who contributed to the translation and preparation of the survey questionnaire and facilitated the creation of the research group in Bissau; Inga Dóra Sigfúsdóttir, Álfgeir Logi Kristjánsson, Hrefna Pálsdóttir, Margrét Lilja Guðmundsdóttir, and Jón Sigfússon of ICSRA for the support for electronic data transformation of questionnaires for data analysis, and encouragement to implement the survey under the umbrella of Planet Youth; and Stefán Þór Gunnarsson, the Social Science Institute, University of Iceland, for statistical advice. Publisher Copyright: © 2022

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N2 - This research explores determinants of higher education (HE) expectation in Bissau, Guinea-Bissau. Survey data includes 2,039 randomly selected responses from school-attending adolescents, from June 2017. HE expectations were indicated by 77% of girls and 68.7% of boys, privately schooled adolescents more frequently (78.5%) than publicly schooled peers (67.6%). Akaike Information Criterion was utilised, modelling HE expectation. Logistic regression indicated that female gender (OR=1.569), private schooling (OR=1.747), perceived comparative school performance (OR=1.776), increased studying time (OR=1.436), greater parent valuation of studies (OR=1.526), and parental warmth (OR=1.092) predicted HE expectation. Student-teacher conflict (OR=.546) and school disenfranchisement (OR=.755) negatively predicted HE expectations. Comparison with previous research in socioeconomically distinct higher income settings suggests consistently predictive and contextually influenced determinants of university expectation.

AB - This research explores determinants of higher education (HE) expectation in Bissau, Guinea-Bissau. Survey data includes 2,039 randomly selected responses from school-attending adolescents, from June 2017. HE expectations were indicated by 77% of girls and 68.7% of boys, privately schooled adolescents more frequently (78.5%) than publicly schooled peers (67.6%). Akaike Information Criterion was utilised, modelling HE expectation. Logistic regression indicated that female gender (OR=1.569), private schooling (OR=1.747), perceived comparative school performance (OR=1.776), increased studying time (OR=1.436), greater parent valuation of studies (OR=1.526), and parental warmth (OR=1.092) predicted HE expectation. Student-teacher conflict (OR=.546) and school disenfranchisement (OR=.755) negatively predicted HE expectations. Comparison with previous research in socioeconomically distinct higher income settings suggests consistently predictive and contextually influenced determinants of university expectation.

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Equality of opportunity: Social determinants of university expectation amongst school attending adolescents in Bissau, Guinea-Bissau

Abstract

Bibliographical note

Other keywords

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