Growing evidence of the prevalence of school-related gender-based violence (SRGBV) has raised concerns about negative effects on education. Previous quantitative research on this topic has been limited by descriptive and cross-sectional data. Using longitudinal data from the Malawi Schooling and Adolescent Study, we investigate associations between school and domestic violence and three education outcomes: absenteeism, learning and dropout. Half of respondents had experienced both SRGBV and domestic violence by ages 18-21. Associations between violence and education were mixed: school-related sexual violence was associated with poorer education outcomes for males, and to a lesser extent for females; domestic violence was associated with higher absenteeism for males, and dropout for females; and physical violence was associated with lower absenteeism and better numeracy performance for females. Additional longitudinal research is needed, and should integrate a broad understanding of the influence of gender norms and experiences of violence on young people's educational success.

Using data from 37,570 students in 23 OECD countries in PISA 2006, we examine how national contexts shape the expectation of being a teacher at age 30 among high-achieving students in secondary schools. Our results show considerable between-country differences in the degree of students' expectation of a teaching job. To address sources of this cross-national variation, we use two-level logit models by linking student-level data with country-level data. Consistent with earlier findings, we find that teachers' economic status matters for students' expectation of becoming a teacher. Moreover, our results show that teachers' social status also matters. Countries' levels of professionalization of teaching, indicated by whether teachers have a bachelor's degree and are fully certified, are also related to students' expectation of the teaching profession. Specifically, in countries with higher levels of professionalization, we see a reduced gender gap in students' expectation of becoming a teacher.

Contextualized in China's social change of the past half-century, this paper develops the notion of dichotomous inequality to conceptualize the two aspects of China's rural-urban divide in educational inequality-the household registration system () assigns people to a top-bottom hierarchy, and the rural-urban schooling system institutionalizes unequal resource distribution and diverse school mission. Based on this conceptualization, we formulate a Chinese version of the maximally maintained inequality (MMI) hypothesis. We capitalize on individual educational history data from the China General Social Survey (CGSS) 2008 and conduct a trajectory analysis using the generalized mixture modeling to estimate the differential effects of the two aspects of rural-urban divide on educational inequality in China. Findings indicate that (1) the sorting mechanism of the rural places rural- people in the very bottom of educational stratification, (2) the penalty of attending rural pre-tertiary school increases with educational stages, and (3) there is a cumulative disadvantage of rural and rural school. Overall, our findings attest to the Chinese-version MMI and the behind principle of inequality reproduction.

The provision of toilets and menstrual supplies has emerged as a promising programmatic strategy to support adolescent girls' school attendance and performance in less developed countries. We use the first round of the Malawi Schooling and Adolescent Survey (MSAS) to examine the individual- and school-level factors associated with menstruation-related school absenteeism. The MSAS is a school-based longitudinal survey of adolescent students enrolled in coed public primary schools in the southern districts of Machinga and Balaka who were aged 14-16 in 2007. Although one-third of female students report missing at least one day of school at their last menstrual period, our data suggest that menstruation only accounts for a small proportion of all female absenteeism and does not create a gender gap in absenteeism. We find no evidence for school-level variance in menstruation-related absenteeism, suggesting that absenteeism is not sensitive to school environments. Rather, co-residence with a grandmother and spending time on school work at home reduce the odds of absence during the last menstrual period.

China's rural-urban migration presents a significant educational challenge. This study uses theories of segmented assimilation and school segregation to measure the assimilation and well-being of migrant children who attend either Beijing's public schools or its informal migrant schools. Controling for other factors, we find poorer achievement and greater loneliness among migrant children who are isolated in migrant schools than similar migrant students enrolled in regular urban public schools. We show there is little difference in learning outcome or loneliness between urban native children and migrant children who attend public schools. We further discuss similarities and differences between the experiences of migrant children in China and immigrant children in the United States.

Most existing research indicates that working students perform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academic performance between working and non-working middle-school students. We combined data from the 2003 Trends in International Mathematics and Science Study (TIMSS) eighth-grade assessment with the country specific information on socioeconomic and educational conditions, as well as the timing of each country's ratification of an international treaty regulating child labor. Our multilevel analyses show that, while student employment was generally negatively associated with academic performance, this negative association is smaller in countries that by 1995 had ratified the International Labour Organization's Convention No. 138 on child labor. These findings highlight the role of national and international policy in structuring the consequences of student employment for academic performance.