Girls’ Education Still at Risk? Interplay of SDT and Intersectionality in Dropout Analysis

Abstract This study examines the factors influencing dropout rates among girls in secondary schools in Lilongwe Rural East and West Districts, Malawi, utilizing Self-Determination Theory and Intersectionality Theory. Through a mixed-methods approach, the research integrates quantitative data from structured surveys and qualitative insights from semi-structured interviews. Quantitative analyses, including Exploratory Factor Analysis, Confirmatory Factor Analysis, Hierarchical Linear Modeling, logistic regression, path analysis, and discriminant analysis, identified significant predictors and constructs influencing dropout rates. Qualitative data provided a contextual understanding of the girls’ experiences. The findings reveal that perceived autonomy, competence, and relatedness are critical constructs impacting dropout rates. Distance to school, household responsibilities, and socioeconomic status significantly influence the likelihood of dropping out. The study underscores the importance of addressing both psychological needs and socioeconomic barriers to enhance educational retention. Implications for policymakers and educators include developing targeted interventions that foster intrinsic motivation and address intersectional disadvantages, contributing to the broader goals of gender equality and sustainable development.