Gender, ethnicity and cumulative disadvantage in education: evidence from Latin American and African censuses

Emcet Tas (), Maira Reimão and Maria Beatriz Orlando

No 6734, Policy Research Working Paper Series from The World Bank

Abstract: This paper studies the impact of gender and ethnicity on educational outcomes using cross-country evidence from Bolivia, Mexico, Peru, Senegal, and Sierra Leone. It uses the Minnesota Population Center's Integrated Public Use Microdata Series-International database, which includes individual-level data from large, harmonized, and representative samples of country censuses. Using an estimation method analogous to difference-in-differences, the paper finds that gender-based differences in literacy, primary school completion, and secondary school completion are larger for minority ethnic groups compared with others or, alternatively, ethnicity-based differences are larger for women compared with men. The findings suggest that the intersection of gender and ethnicity confers cumulative disadvantage for minority groups, especially in Latin America. The paper discusses the implications of these findings on the design of, targeting in, and resource allocation for development programs.

Keywords: Population Policies; Education For All; Primary Education; Disability; Gender and Development (search for similar items in EconPapers)
Date: 2013-12-01
New Economics Papers: this item is included in nep-afr, nep-dem, nep-dev, nep-edu and nep-lam
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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Related works:
Journal Article: Gender, Ethnicity, and Cumulative Disadvantage in Education Outcomes (2014)
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Persistent link: https://EconPapers.repec.org/RePEc:wbk:wbrwps:6734

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