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Family versus school effect on individual religiosity: Evidence from Pakistan

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  • Bano, Masooda
  • Ferra, Emi

Abstract

This paper presents an empirical analysis of the impact of school type on students’ levels of religiosity. We use a new dataset on female students of registered madrasas (Islamic schools) and secular schools from urban parts of Pakistan. On most counts of religious behavior the students from the two groups record broadly similar results. However, our probit analysis shows that when we control for students’ socio-economic profile and attitudes, on few counts of religiosity madrasa effect does emerge but it disappears as soon as we control for parental level of education. Our findings support the hypothesis that parental education, especially mother’s education, is key to modernising religious and cultural norms in conservative societies.

Suggested Citation

  • Bano, Masooda & Ferra, Emi, 2018. "Family versus school effect on individual religiosity: Evidence from Pakistan," International Journal of Educational Development, Elsevier, vol. 59(C), pages 35-42.
    • Handle: RePEc:eee:injoed:v:59:y:2018:i:c:p:35-42
    DOI: 10.1016/j.ijedudev.2017.10.015
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    References listed on IDEAS

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    1. M. Niaz Asadullah & Rupa Chakrabarti & Nazmul Chaudhury, 2015. "What Determines Religious School Choice? Theory And Evidence From Rural Bangladesh," Bulletin of Economic Research, Wiley Blackwell, vol. 67(2), pages 186-207, April.
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    3. Delavande, Adeline & Zafar, Basit, 2015. "Stereotypes and Madrassas: Experimental evidence from Pakistan," Journal of Economic Behavior & Organization, Elsevier, vol. 118(C), pages 247-267.
    4. Asadullah, Mohammad Niaz & Chaudhury, Nazmul, 2010. "Religious Schools, Social Values, and Economic Attitudes: Evidence from Bangladesh," World Development, Elsevier, vol. 38(2), pages 205-217, February.
    5. Andrabi, Tahir & Das, Jishnu & Khwaja, Asim Ijaz, 2006. "A dime a day : the possibilities and limits of private schooling in Pakistan," Policy Research Working Paper Series 4066, The World Bank.
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    Cited by:

    1. Krafft, Caroline & Elbadawy, Asmaa & Sieverding, Maia, 2019. "Constrained school choice in Egypt," International Journal of Educational Development, Elsevier, vol. 71(C).
    2. Kuenzi, Michelle, 2018. "Education, religious trust, and ethnicity: The case of Senegal," International Journal of Educational Development, Elsevier, vol. 62(C), pages 254-263.
    3. Nazia Nazar & Karin Österman & Kaj Björkqvist, 2020. "Acceptance of Violence and Its Concomitants Among Students from Three Types of Schools in Pakistan," European Journal of Interdisciplinary Studies Articles, European Center for Science Education and Research, September.

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