Key Social Norms Take-aways This study underscores how entrenched gender norms favoring boys continue to disadvantage orphaned adolescent girls in Uganda’s education system. Despite holding more egalitarian beliefs themselves, girls face societal and familial biases that prioritize boys’ academic success. Encouragingly, adolescents exposed to more gender-equitable beliefs—especially girls—were associated with better academic performance, suggesting that shifting norms can meaningfully influence educational outcomes. However, deeply rooted norms around male authority in decision-making remain resistant to change and require targeted, structural interventions to dismantle.
Objectives The study aimed to examine the traditional gender norms and beliefs held by orphaned adolescent girls and boys in Uganda and assess whether these norms are associated with academic performance.
Methods The study analyzed secondary data from the Suubi-Maka randomized clinical trial involving 346 orphaned adolescents aged 10–17 from rural Uganda. Gender norms were measured using the Attitudes Toward Women Scale for Adolescents, and academic performance was assessed through scores on Uganda’s Primary Leaving Examinations. Analyses included bivariate tests and hierarchical regression models to evaluate associations between gender norms and academic outcomes, controlling for demographic factors.
Intervention Details Participants were randomly assigned to either a control group receiving standard support for orphaned adolescents (such as food aid and school materials), or a treatment group that additionally received a matched child development savings account, financial literacy workshops, and mentorship sessions focused on goal-setting, communication, and self-esteem. While the intervention improved academic outcomes overall, this study focused on the role of gender norms independent of intervention participation.
Results Adolescents—especially boys—held traditional gender beliefs favoring males in education and decision-making. Girls reported significantly more egalitarian gender norms. More egalitarian beliefs were linked to better academic performance, even after adjusting for age, gender, and participation in the intervention. Nonetheless, girls and older adolescents were less likely to achieve high scores, partly due to additional caregiving responsibilities and educational disruptions. Participation in the intervention was strongly associated with improved academic outcomes.
Conclusions The study reveals that harmful gender norms are prevalent among orphaned adolescents and negatively impact girls’ educational achievement. While education and interventions can shift individual beliefs, systemic and cultural barriers persist. Integrating gender-transformative components into education policy and adolescent programming is essential to promote equity and improve outcomes, particularly for vulnerable girls in sub-Saharan Africa.