Countries: Afghanistan
Variables: AFE-DATA-1

"Afghani was born in Kabul in 1974, a few years before the Soviet invasion of the country. When she was only a few months old, she contracted polio, which left one of her legs disabled. But for Afghani the disability became a blessing in disguise. Her family was conservative and did not approve of education for girls. Her sisters played outside, but Afghani was not able to; she became easily bored and spent her days crying. Finally, at the suggestion of her doctor, her father enrolled her in first grade"(para 5)

Countries: Turkey
Variables: UVAW-PRACTICE-1, AFE-DATA-1

"Other reasons [for high rates of child marriage] are high levels of violence against women as well as low school attendance and therefore low education levels for girls" (para 4).

Countries: Japan
Variables: AFE-DATA-1

"The Committee is...concerned at: The wide gender gap in higher education enrolment, particularly at universities and graduate schools, as well as in fields of studies that are traditionally male-dominated, such as science, technology, engineering and mathematics; The large proportion of women who pursue higher education without completing their four-year university studies, which places them at a disadvantage in the labour market" (10)

Countries: United States
Variables: AFE-DATA-1

Figure 4.3 shows educational attainment among women by race and ethnicity, aged 25 and older in 2013. For all women, 12.8% had less than a high school diploma, 27.3% had a high school diploma or the equivalent, 30.3% had some college education or associate’s degree, 29.7% had a Bachelor’s Degree or higher. For Asian/Pacific Islander women, 15.5% had less than a high school diploma, 16.5% had a high school diploma or the equivalent, 19.7% had some college education or associate’s degree, 48.4% had a Bachelor’s Degree or higher. For white women, 7.9% had less than a high school diploma, 28.4% had a high school diploma or the equivalent, 31.2% had ...more

Countries: United States
Variables: AFE-DATA-1

“While a substantial share of immigrant women hold bachelor’s degrees, three in ten (29.6 percent) have less than a high school diploma” (131)

Countries: United States
Variables: AFE-DATA-1

“In 1990, 23.3 percent of men aged 25 and older held at least a bachelor’s degree, while only 17.6 percent of women had such credentials…. In 2000, 26.1 percent of men and 22.8 percent of women aged 25 and older had completed a bachelor’s degree or higher…. In 2013, women not only outnumbered men among those receiving bachelor’s degrees, but the share of women who held these degrees also slightly surpassed the share of men who had obtained them: 29.7 percent of women and 29.5 percent of men aged 25 and older held a bachelor’s degree or higher” (132)

Countries: United States
Variables: AFE-DATA-1

“The share of women with a bachelor’s degree or higher increased 6.9 percentage points during this time period [2002-2013], from 22.8 to 29.7 percent” (123)

Countries: United States
Variables: AFE-DATA-1

“Women who live with a same-sex partner are considerably more likely to hold a bachelor’s or advanced degree (43.7 percent) than married women in different-sex households (34.9 percent) and women who live with a different-sex partner (25.0 percent). Men who live with a same-sex partner are the most likely to hold at least a bachelor’s degree (48.5 percent)” (135)

Countries: United States
Variables: AFE-DATA-1

“In 2013, 12.8 percent of women aged 25 and older in the United States had not completed high school, and 27.3 percent had a high school diploma or the equivalent as their highest level of educational attainment” (133)

Countries: United States
Variables: AFE-DATA-1

“During the 2012–2013 academic year, women comprised 57 percent of the nation’s college students” (132)

Countries: Bangladesh
Variables: AFE-DATA-1

"Since 1990, when democracy was restored in Bangladesh, the country has done a tremendous job enrolling approximately 9 million girls in school, with nearly 3 million of those girls attending school in madrassas" (Para 1). "Although approximately 3 million girls in Bangladesh are enrolled in madrassa schools, the majority will not complete secondary school or transition to university, and only the smallest percentage will enter the labor market. According to data from the madrassa Education Board of Bangladesh and informal conversations with madrassa teachers, an increasing number of girls attending madrassa drop out each year before completing lower secondary (grade 10) schooling and for those who do go on to ...more

Countries: Germany
Variables: AFE-DATA-1

"Slightly more than half of university graduates in 2012 were women" (19).

Countries: Ethiopia
Variables: AFE-DATA-1

"Women with disabilities were more disadvantaged than men in education and employment. The 2010 Population Council Young Adult Survey found young persons with disabilities were less likely to have ever attended school than those without disabilities. The survey indicated girls with disabilities were less likely than boys to be in school: 23 percent of girls with disabilities were in school, compared with 48 percent of girls and 55 percent of boys without disabilities. Overall, 48 percent of young persons with disabilities surveyed reported not going to school due to their disability" (32-33).

Countries: D R Congo
Variables: AFE-DATA-1

"A 2013 government study found that between the ages of five and 17, girls made up more than half of the out-of-school population, with 68.3 percent of girls attending school as compared with 74.5 percent of boys" (29).

Countries: Qatar
Variables: AFE-DATA-1

"In Qatar, Kuwait, Bahrain, Oman and Saudi Arabia, university enrolment rates for women are higher than those of men" (para 31).