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2 results

  • Inequality in iron and folic acid consumption and dietary diversity in pregnant women following exposure to maternal nutrition interventions in three low- and middle-income countries

  • Deepali Godha, Sandra Remancus, Tina Sanghvi
  • Journal:
    Public Health Nutrition / Volume 27 / Issue 1 / 2025
    Published online by Cambridge University Press:
    24 May 2024, e149
    • Article
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  • Objective:

    Research is available on improved coverage and practices from several large-scale maternal nutrition programmes, but not much is known on change in inequalities. This study analyses wealth and education inequality using Erreygers and Concentration indices for four indicators: adequate iron and folic acid (IFA) consumption, women’s dietary diversity, and counselling on IFA and dietary diversity.

    Design:

    A pre-test–post-test, control group design.

    Setting:

    Maternal nutrition intervention programmes conducted in Bangladesh, Burkina Faso and Ethiopia during 2015–2022.

    Participants:

    Recently delivered women (RDW) and pregnant women (PW).

    Results:

    Statistically significant reductions in education inequality were observed for adequate IFA consumption, counselling on IFA and dietary diversity in intervention areas of Bangladesh and for adequate IFA consumption in intervention areas of Burkina Faso.

    A significant decrease in wealth inequality was observed for adequate IFA consumption in the intervention areas of Bangladesh, whereas a significant increase was observed in the non-intervention areas for counselling on IFA in Ethiopia and for dietary diversity in Burkina Faso.

    Conclusion:

    The results can be attributed to the extensive delivery system at community level in Bangladesh and being predominantly facility-based in Burkina Faso and Ethiopia. COVID-19 disruptions (in Burkina Faso and Ethiopia) and indicator choice also had a role in the results.

    The main takeaways for nutrition programmes are as follows: (a) assessing inequality issues through formative studies during designing, (b) monitoring inequality indicators during implementation, (c) diligently addressing inequality through targeted interventions, setting aside resources and motivating frontline workers to reduce disparities and (d) making inequality analysis a routine part of impact evaluations.

  • Chapter 16 - Family Sacrifice, Faltering Systems

  • from Part III - Confronting Marginalisation
  • Edited by Jacqueline Bhabha, Harvard University, Massachusetts, Wenona Giles, York University, Toronto, Faraaz Mahomed
  • Book:
    A Better Future
    Published online:
    06 September 2020
    Print publication:
    17 September 2020, pp 363-387

  • Summary

    This chapter summarises the findings of a mixed methods research project carried out with 639 young women from across Rajasthan, India, in 2014. We examine the experiences of young women who progressed to tertiary level education despite having parents with little or no formal education. We classify this cohort as the ‘College’ group. We compare their experiences with other girls, matched by age, location and parental education level, who dropped out during lower secondary school. We identify the triggers of educational success, paying particular attention to how the two groups differ in individual and family characteristics. The College group reported higher perceived levels of emotional support from one or both parents, more flexible familial attitudes towards marriage arrangements, as well as some reductions in expectations for household work. In addition, the College group were more than two times less likely to have grandparents or extended family that strongly disapproved of their continuing education than their non-College counterparts. Despite parental engagement, the College group reported experiencing acute financial strain and difficulties navigating the educational system in areas such as institution and subject choice. These challenges were exacerbated by a lack of formal institutional supports for these first-generation learners.