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Educational Disparities in AIDS-affected Communities: Does Orphanhood Confer Unique Vulnerability?

Author

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  • Rachel Kidman
  • James A. Hanley
  • Geoff Foster
  • S. V. Subramanian
  • S. Jody Heymann

Abstract

To inform policy, our study identifies which populations of AIDS-affected children are in need of educational assistance. Using the 2004--2005 Malawi Integrated Household Survey, multilevel models examine the association between AIDS-related impacts and educational outcomes. Double and maternal orphans are more likely to be out of school and behind in grade level; living with an adult suffering from a potential AIDS-related illness is also associated with disadvantage. These disparities are not explained by poverty status. Where both poverty and AIDS are endemic, both traditional development aid and orphan-specific programming are essential for equitable access to education.

Suggested Citation

  • Rachel Kidman & James A. Hanley & Geoff Foster & S. V. Subramanian & S. Jody Heymann, 2012. "Educational Disparities in AIDS-affected Communities: Does Orphanhood Confer Unique Vulnerability?," Journal of Development Studies, Taylor & Francis Journals, vol. 48(4), pages 531-548, March.
    • Handle: RePEc:taf:jdevst:v:48:y:2012:i:4:p:531-548
    DOI: 10.1080/00220388.2011.604412
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    References listed on IDEAS

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    1. Kalanidhi Subbarao & Diane Coury, 2004. "Reaching Out to Africa's Orphans : A Framework for Public Action," World Bank Publications - Books, The World Bank Group, number 14909, December.
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    Cited by:

    1. Lauren Gaydosh, 2015. "Childhood Risk of Parental Absence in Tanzania," Demography, Springer;Population Association of America (PAA), vol. 52(4), pages 1121-1146, August.

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