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The research analyzes barriers to achieving higher education, productive work, and supportive life choices, and identifies key family and community influencers. It contrasts high ambitions with labor-market realities, highlights restrictive gender expectations, and addresses how fear of judgment and limited guidance can block economic opportunities. The findings guide gender equality interventions focused on agency and community engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-girl-can-analyzing-aspirations-gender-norms-and-influencers-among-girls-and-women-in-mozambique/587960/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-girl-can-analyzing-aspirations-gender-norms-and-influencers-among-girls-and-women-in-mozambique/587960.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the research explore about girls’ aspirations in Mozambique?","Question",{"text":112,"@type":113},"It explores girls’ and young women’s (ages 15-35) aspirations and the barriers to achieving them, including social norms about what women’s empowerment should look like personally and within communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the report emphasize education programs and agency-building?",{"text":117,"@type":113},"Most Mozambican girls aspire to education beyond their current outcomes, yet vulnerable girls may not dream of finishing secondary school. 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The EAGER Evidence Hub conducts rigorous research to generate new evidence on what works to support girls’and women’s empowerment and promote knowledge sharing in support of the EAGER program.  \nAcknowledgments: This report was written by Alexandre Chauque, Sreelakshmi Papineni, Abhilasha Sahay, and Sara Troiano. Anna Barbeta, Paula Gonzalez Martinez, Sakina Shibuya, and Luz Curazo provided excellent research assistance. Aniceto Da Fonseca Matias led field management for the quantitative survey, and Sophia Friedson-Ridenour led the qualitative data collection. The authors are grateful to the Government of Mozambique, represented by the Ministry of Youth and Sports (MJD) and the Ministry of Labor, Gender and Social Action (MTGAS), for their invaluable support throughout research design, data collection and analysis. This research series is financed by the Global Financing Facility (GFF), the World Bank’s Umbrella Facility for Gender Equality (UFGE), and the Norwegian Agency for Development Cooperation (Norad) .  \nKEY MESSAGES  \nCredits: @ Sarah Farhat / World Bank  \n◆ Insights into Girls’ Dreams, Decision-making, and Community Influences. The survey explores girls’and young women’s (ages 15-35 years) aspirations and the barriers to achieving them. It examines social norms-or perceptions of what is considered acceptable in terms of women’s empowerment - both personally and within their communities. It also identifies key influencers in their family and community who shape girls’and women’s decisions.  \n◆ Breaking Barriers is Key to Fulfil High Aspirations. Most Mozambican girls aspire to attain a level of education higher than what they currently achieve. However, some vulnerable girls, especially in rural Mozambique, do not even dream of finishing secondary school. To have greater impact, education programs must go beyond resource access and help shape girls’aspirations by building agency, supporting decision-making, and engaging communities.  \n◆ There is a Mismatch between Available Jobs and the Skills of Women. More women aspire to public sector jobs in education and health than the market can provide. Many women are not aware of the steps needed to reach their professional goals. Career guidance and entrepreneurship support may help to align women’s goals with opportunities or help to expose them to other non-traditional sectors.  \n◆ Restrictive Gender Norms are Deep-Rooted. Many Mozambican girls and young women still accept traditional gender roles, believing men should have more rights and resources. Gender norms programs to both girls and boys must tackle these ingrained beliefs to empower women and create change.  \n◆ Fear of Judgment Holds Girls Back. Many girls hesitate to pursue higher-earning economic opportunities in male-dominated sectors due to fear of community disapproval — yet the survey shows societal norms are more progressive than they assume. Recalibrating their misperceptions about community support for gender equality can unlock empowerment.  \n◆ A Supportive Family Environment is Key to Girls’ Empowerment. Mothers, fathers, and spouses heavily influence girls’and young women’s decisions in Mozambique. Empowerment programs must engage these key figures, transforming them into champions of change.  \nWHAT IS THIS RESEARCH ABOUT?  \nIn Sub-Saharan Africa, multiple interrelated challenges hinder the potential of girls and young women.1 Girls and women are more likely to live in poverty than men, have less access to education and health services, and ra","cbCaibfhB1hjvgsu","https://ap.wps.com/l/cbCaibfhB1hjvgsu","pdf",13698815,"English","# Key Messages\n## What is this research about?\n## Insights on aspirations, norms, and influencers\n## Barriers to achieving high ambitions\n## Jobs, skills, and career guidance\n## Deep-rooted gender norms\n## Fear of judgment and community perceptions\n## Family environment and decision-making","[{\"question\":\"What does the research explore about girls’ aspirations in Mozambique?\",\"answer\":\"It explores girls’ and young women’s (ages 15-35) aspirations and the barriers to achieving them, including social norms about what women’s empowerment should look like personally and within communities.\"},{\"question\":\"Why does the report emphasize education programs and agency-building?\",\"answer\":\"Most Mozambican girls aspire to education beyond their current outcomes, yet vulnerable girls may not dream of finishing secondary school. The report argues education programs must build agency, support decision-making, and engage communities—not only improve access to resources.\"},{\"question\":\"How does the report explain the gap between women’s career goals and available jobs?\",\"answer\":\"It notes more women aspire to public sector roles in education and health than the market can provide, and many lack awareness of steps needed for their goals. Career guidance and entrepreneurship support can help align aspirations with opportunities or expose women to non-traditional sectors.\"}]","A GIRL CAN - Analyzing Aspirations, Gender Norms, and Influencers Among Girls and Women in MOZAMBIQUE | PDF",1792063924]