Left Behind at the Margins: Gender and the Unequal Landscape of Reading Literacy in South Africa

Abstract

Literacy is foundational for cognitive development, lifelong learning, and socio-economic participation. However, a notable gap remains in examining reading literacy within the general population. This study aims to identify the gendered factors influencing reading literacy in South Africa. A nationally representative sample of 10,297 individuals was analyzed using multivariate logistic regression in STATA. Results revealed notable gender disparities. Younger participants were more likely to be literate, with higher effects among males (OR = 2.87, 95% CI [1.66, 4.95]) than females (OR = 2.47, 95% CI [1.27, 4.79]). Education was the strongest predictor; females with secondary education showed the highest effect (OR = 190.79, 95% CI [124.61, 292.10]), while males with higher education demonstrated a similar impact (OR = 98.91, 95% CI [28.61, 341.99]). Media exposure, particularly radio listening and internet use, has a positive influence on literacy outcomes. Regional disparities persisted, with Limpopo, Mpumalanga, Eastern Cape, and North West exhibiting disproportionately low literacy levels. These findings underscore the need for targeted educational interventions tailored to high-illiteracy provinces, including adequate resources and funding for community-based reading centers and adult education programs, ensuring equitable access to quality education.