Parental Resources, Schooling Achievements, and Gender Schooling Gaps: Evidence of Change over 25 years in Rural Guatemala.
Parental Resources, Schooling Achievements, and Gender Schooling Gaps: Evidence of Change over 25 years in Rural Guatemala.
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DOI：
10.1007/s11113-013-9270-0
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发表时间：
2013-08-01
影响因子：
2.4
通讯作者：
Ramakrishnan, Usha
中科院分区：
文献类型：
--
作者：
Yount, Kathryn M.;Maluccio, John A.;Behrman, Jere R.;Hoddinott, John;Murphy, Alexis;Ramakrishnan, Usha
我们使用村庄人口普查数据和线性回归模型来研究1975年至2002年之间的变化，在协会的父母资源与男孩和女孩的学校教育在危地马拉农村的四个村庄。1975年，7-17岁儿童的受教育水平普遍较低。1975年至2002年期间，学校教育成绩大幅提高。到2002年，年龄较小的男孩和女孩（7-12岁，N = 3 525）的受教育水平相当，年龄较大的男孩比年龄较大的女孩（13-17岁，N = 2 440）多0.5个年级。随着时间的推移，家庭生活水平和母亲受教育程度与女孩受教育程度之间的关联逐渐减弱，与男孩受教育程度之间的关联变得更加可比，而家庭生活水平与年龄较大的男孩受教育程度之间的关联则逐渐减弱，与女孩受教育程度之间的关联变得更加可比。因此，随着社会投资的增加降低了学校教育的费用，或增加了家庭学校教育的供应和质量，父母资源与子女学校教育之间的关联程度下降，并在所有年龄段变得更加性别平等。然而，我们的研究结果表明，年龄较大的男孩可能比年龄较大的女孩从学校教育的社会投资中受益更多。这些变化表明，可能需要监测年龄较大的儿童在继续上学方面的性别差距，确保两性平等地获得学校教育方面的社会投资，并鼓励父母投资学校教育，作为实现女孩和男孩更大学业成就的联合措施。
We use village census data and linear regression models to examine changes between 1975 and 2002 in the associations of parental resources with boys' and girls' schooling in four rural Guatemalan villages. Levels of schooling in 1975 were universally low for children 7–17 years. Large increases in schooling achievements occurred between 1975 and 2002. By 2002, schooling levels were comparable for younger boys and girls (7–12 years, N = 3,525) and favored older boys compared to older girls (13–17 years, N = 2,440) by about 0.5 grades. The associations of household standard of living and maternal schooling with schooling among girls diminished over time and became more comparable with these associations among boys, and the associations of household standard of living with schooling among older boys declined and became more comparable with these associations among girls. Thus, as increased social investments reduce the costs of schooling or increase the supply and quality of schooling to families, the magnitudes of the associations between parental resources and children's schooling decline and become more gender equitable at all ages. However, our results show that older boys may benefit more than older girls from social investments in schooling. These changes suggest potential needs to monitor gender gaps in schooling retention among older children, to insure gender equitable access to social investments in schooling, and to encourage parents to invest in schooling as joint measures to achieve greater schooling achievements of girls and boys.
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