The shrinking world of girls at puberty: violence and gender-divergent access to the public sphere among adolescents in South Africa.

Participatory mapping was undertaken with single-sex groups of grade 5 and grade 8-9 children in KwaZulu-Natal. Relative to grade 5 students, wide gender divergence in access to the public sphere was found at grade 8-9. With puberty, girls' worlds shrink, while boys' expand. At grade 5, female-defined community areas were equal or larger in size than those of males. Community area mapped by urban grade 8-9 girls, however, was only one-third that of male classmates and two-fifths that of grade 5 girls. Conversely, community area mapped by grade 8-9 boys was twice that of grade 5 boys. Similar differences emerged in the rural site. No female group rated a single community space as more than 'somewhat safe'. Although curtailed spatial access is intended to protect girls, grade 8-9 girls reported most places in their small navigable areas as very unsafe. Expanded geographies of grade 8-9 boys contained a mix of safe and unsafe places. Reducing girls' access to the public sphere does not increase their perceived safety, but may instead limit their access to opportunities for human development. The findings emphasise the need for better violence prevention programming for very young adolescents.

Pregnancy-related school dropout and prior school performance in KwaZulu-Natal, South Africa.

This study uses data from KwaZulu-Natal, South Africa, to examine the factors associated with schoolgirl pregnancy and subsequent educational pathways. We find that prior schooling discontinuities--defined as instances of non-pregnancy-related grade repetition or temporary withdrawals from school--are strongly associated with a young woman's likelihood of later becoming pregnant while enrolled in school, dropping out of school if she becomes pregnant, and not returning to school following a pregnancy-related dropout. Young women who are the primary caregivers to their children are also significantly more likely to leave school than are those who have help with their childcare responsibilities. Given the increasing importance of female school participation in sub-Saharan Africa, programs must be designed to reach girls and their families early to increase incentives for ensuring their timely progression through school and to increase their access to reproductive health information and services.