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Gender Gaps in Primary Schooling in India

印度小学教育中的性别差距

基本信息

批准号：
7665158
负责人：
KATHRYN M YOUNT
金额：
$ 7.73万
依托单位：
EMORY UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-08-15 至 2011-08-14
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7665158
关键词：
14 year old Achievement Adult Africa African Age Asia Castes Child Child Care Communities Country Data Data Sources Development Economics Education Environment Family Family Characteristics Family health status Fathers Fertility Gender Goals Head Health Health Surveys High Prevalence Household Human Resources India Individual Institution Intake Intercept Intervention Interview Life Link Maintenance Marketing Marriage Measures Methods Modeling Mothers Muslim population group Outcome Policies Population Poverty Primary Schools Productivity Relative (related person)Religion Religion and Spirituality Reporting Research Resources Role Sampling Schedule School-Age Population Schools Services Societies South Africa South Asian Spouses Stress Surveys Testing Tribes Wages Woman Work boys comparative falls girls high school high standard improved insight nutrition parity socioeconomics

项目摘要

DESCRIPTION (provided by applicant): BACKGROUND: Approximately 130 million children in poor settings lack primary schooling, and nearly two thirds of these children are girls. Some of the largest gender gaps in primary schooling persist in South Asia. OBJECTIVES: This project will assess net associations of non-family institutions, family characteristics, and relative parental resources with primary-school achievements among age-eligible girls and boys in India. India's socioeconomic diversity, more than 1 billion inhabitants, and high percentages of girls without primary schooling make it an ideal setting in which to conduct this research. DATA: The sample for this analysis includes 87,301 children 6-14 y who are matched to married mothers' 15-49 y who took part in the Second National Family Health Survey of India (NFHS-2). This national survey has data on school entry, attendance, and attainment; reasons for non-entry or non-attendance; household assets, religion, and caste; and maternal and paternal human resources. Children in the sample will be matched to district and state-level measures that best approximate the environment around the age at which they were eligible to enter school. METHOD: Analyses will be conducted for 6-10 and 11-14 year-old children separately. We first will fit multivariate, state fixed-effects, population average (PA) models suitable for binary, nominal, ordinal, and continuous outcomes to assess the net associations of individual, family, district, and state-level attributes on measures of ever entry, current attendance, progression, and attainment. We will test whether children's family and community attributes alter estimated gender gaps in schooling. To interpret the findings, we will estimate multivariate, state fixed effects models for the probably of reporting specific reasons for children's non-entry and/or non- attendance of primary school. Multilevel (unit-specific) models that are suitable for continuous, ordinal, and binary outcomes and that include random intercepts and coefficients for child's gender also will be estimated. SIGNIFICANCE: Primary schooling has major effects on the wellbeing of individuals, their families, and societies. Yet, deficits in primary schooling among girls persist in many settings. Findings from this analysis will provide critical insights about the family and community variables that may be the focus of new policies and interventions to achieve the Millenium Development goals of gender parity and universal primary schooling. The project also will inform on-going related research and planned proposals for comparative research in South Asian and African settings, where gender gaps in schooling remain especially large.

描述（由申请人提供）：背景：大约 1.3 亿生活在贫困地区的儿童缺乏小学教育，其中近三分之二是女孩。小学教育中一些最大的性别差距仍然存在于南亚。目标：该项目将评估印度符合年龄条件的女孩和男孩的非家庭机构、家庭特征和相对父母资源与小学成绩的净关联。印度的社会经济多样性、超过 10 亿居民以及未受过小学教育的女孩比例很高，使其成为开展这项研究的理想环境。数据：本次分析的样本包括 87,301 名 6-14 岁儿童，这些儿童与参加印度第二次全国家庭健康调查 (NFHS-2) 的 15-49 岁已婚母亲相匹配。这项全国性调查提供了有关入学、出勤和成绩的数据；未入场或缺席的原因；家庭资产、宗教和种姓；以及母亲和父亲的人力资源。样本中的儿童将与最接近他们有资格入学年龄周围环境的地区和州级措施相匹配。方法：分别对6-10岁和11-14岁儿童进行分析。我们首先将拟合适用于二元、名义、序数和连续结果的多变量、州固定效应、人口平均 (PA) 模型，以评估个人、家庭、地区和州级属性与曾经入学、当前出勤、进步和成绩衡量指标的净关联。我们将测试儿童的家庭和社区属性是否会改变估计的学校教育性别差距。为了解释研究结果，我们将估计多变量、州固定效应模型，以评估报告儿童不入学和/或不上小学的具体原因的可能性。还将估计适用于连续、有序和二元结果并包括儿童性别的随机截距和系数的多级（特定于单元）模型。意义：小学教育对个人、家庭和社会的福祉具有重大影响。然而，在许多情况下，女童小学教育的不足仍然存在。这项分析的结果将提供关于家庭和社区变量的重要见解，这些变量可能成为新政策和干预措施的重点，以实现性别平等和普及小学教育的千年发展目标。该项目还将为南亚和非洲地区正在进行的相关研究和计划中的比较研究提供信息，这些地区学校教育中的性别差距仍然特别大。