4.2.11 Overall Supportive Climate for EIP Students
Despite some discriminatory behavior, students also reported having had positive interactions and experiences within their communities due to being an EIP student.
Figure 10: EIP Student Positive Experience with the Community
Despite these challenges, most students said they felt proud and confident to be part of the EIP project within their community( 80 % F, 71 % M). Students were allowed to select multiple answers to this question, to try to get an overview of the changes for them at the community level due to their EIP involvement. Over half of female students felt they are seen as role models or inspiration to others, with over a third of males feeling the same( 60 % F, 38 % M). Around a third of students feel encouraged to work hard and succeed because they feel people believe in them( 30 % F, 38 % M). Some students also feel that they are treated with respect and recognition due to their EIP status( 35 % F, 29 % M). Finally, 5 % of female students and 10 % of male students feel they have developed a sense of responsibility to give back and support others, and have received positive feedback and support from neighbors and peers. Positively, the large majority of students experienced no challenges with school staff including teachers due to being an EIP student( 78 %: 70 % F, 86 % M).
Figure
11: EIP Student Challenges with School Staff
16 % more female students report experiencing challenges than male students. Those who did experience negative treatment experienced unequal treatment, for example, additional responsibilities or participation( 15 %: 20 % F, 10 % M); increased pressure to excel academically( 7 %: 10 % F, 5 % M); or neglect or resentment from staff due to the assumed privilege of being an EIP student( 5 %: 10 % F, 0 % M). Conversely, almost all students reported
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