Half an hour of study for a young woman in Nicaragua

In Nicaragua, access to academic education is determined by the parents' bank balance: in the lowest income quartile, only 80 to 90 percent of children even attend primary school. Children from rural areas are particularly disadvantaged. The average income there is far lower than in cities (Adelman & Szekely, 2016). In addition, there are fewer secondary schools and therefore fewer qualifications (Ferreyra et al., 2017). The result: young people in rural areas are less likely to start university. Girls in particular suffer. Over 60 percent of low-income women have only a primary school qualification (Worldbank, 2021). They often leave school to marry early (Adelman & Szekely, 2016) or have to contribute to the family income (Grabe et al., 2020). Teenage pregnancies are widespread: one in four mothers in rural areas is under 20 years old (INIDE, 2018). In addition, one in three pregnancies is unintended and is often linked to violence (Salazar & San Sebastian, 2014). In this central phase of life, which determines their future, young women are under pressure from patriarchal structures. Poverty, dominant role expectations and a lack of self-determination keep women small. Education makes them great. This is precisely why there is a need for female role models in the villages of Nicaragua who pursue an academic education and return home as strong women.