Boys' versus Girls' Schooling in Nepal: Does It Vary by the Extent of Mothers' Autonomy?

Sharmistha Self

Oxford Development Studies, 2015, vol. 43, issue 4, 448-465

Abstract: This paper hypothesises that resource allocation affecting the decisions relating to sons' versus daughters' schooling in Nepalese households is dependent on the extent of the mother's autonomy. Here, we posit that women's autonomy is a relative concept as a woman has degrees of decision-making power within her household. The results indicate that daughters' education is more likely to benefit when mothers solely make the decisions, but when decisions are made jointly with her spouse then the decisions are more likely to be in favour of sons' education. Our results indicate a marked gender difference in parental decisions over children's education, in the direction posited above, and less than 10% of mothers in the sample have complete autonomy over such decision-making. These results are important for policy-makers wishing to decrease gender bias in children's educational outcomes.

Date: 2015
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/13600818.2015.1044512 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:oxdevs:v:43:y:2015:i:4:p:448-465

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CODS20

DOI: 10.1080/13600818.2015.1044512

Access Statistics for this article

Oxford Development Studies is currently edited by Jo Boyce and Frances Stewart

More articles in Oxford Development Studies from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().