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Geography of Income and Education Inequalities in Mexico: Evidence from Small Area Estimation and Exploratory Spatial Analysis

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  • Matthieu Clement

    (GREThA - Groupe de Recherche en Economie Théorique et Appliquée - UB - Université de Bordeaux - CNRS - Centre National de la Recherche Scientifique)

  • Lucie Piaser

    (GREThA - Groupe de Recherche en Economie Théorique et Appliquée - UB - Université de Bordeaux - CNRS - Centre National de la Recherche Scientifique)

Abstract

This article examines the spatial distribution of income and education inequalities and their association in Mexico, focusing on the municipal level. We rely on a small area estimation methodology to construct measures of income inequality that are representative at the municipal level. We also construct variables accounting for education inequality. Based on these variables and on an exploratory spatial analysis, we emphasize a negative association between income and education inequalities, particularly salient among the poor and ethnically diverse municipalities from the southern states such as Oaxaca. Moreover, results from spatial econometrics analyses reveal the existence a U-inverted association between these two types of inequalities. Our results are discussed in relation to education returns, employment opportunities and migration. © 2021, European Association of Development Research and Training Institutes (EADI).

Suggested Citation

  • Matthieu Clement & Lucie Piaser, 2021. "Geography of Income and Education Inequalities in Mexico: Evidence from Small Area Estimation and Exploratory Spatial Analysis," Post-Print hal-03436437, HAL.
    • Handle: RePEc:hal:journl:hal-03436437
    DOI: 10.1057/s41287-021-00386-0
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    Cited by:

    1. Kanat Abdulla & Balzhan Serikbayeva & Yessengali Oskenbayev & Farhad Taghizadeh-Hesary, 2022. "Regional Differences in Human Capital and Occupational Choice: Evidence from Mexico," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 34(6), pages 2899-2922, December.

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