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Schooling Inequality among the Indigenous: A Problem of Resources or Language Barriers?

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  • Susan W. Parker
  • Luis Rubalcava
  • Graciela Teruel

Abstract

Using large household data sets from rural Mexican communities, where a majority of indigenous people live, we analyze the potential explanatory factors for low educational attainment of indigenous children. We find that, overall, indigenous children fare worse than their non-indigenous classmates. Nevertheless, there is important heterogeneity within the indigenous group. In particular, monolingual indigenous children (those who speak only an indigenous language) perform much worse in school than bilingual indigenous children who speak Spanish as a second language.

Suggested Citation

  • Susan W. Parker & Luis Rubalcava & Graciela Teruel, 2002. "Schooling Inequality among the Indigenous: A Problem of Resources or Language Barriers?," Research Department Publications 3134, Inter-American Development Bank, Research Department.
    • Handle: RePEc:idb:wpaper:3134
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    References listed on IDEAS

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    Cited by:

    1. Ramachandran, Rajesh, 2017. "Language use in education and human capital formation: Evidence from the Ethiopian educational reform," World Development, Elsevier, vol. 98(C), pages 195-213.
    2. Santibañez, Lucrecia, 2016. "The indigenous achievement gap in Mexico: The role of teacher policy under intercultural bilingual education," International Journal of Educational Development, Elsevier, vol. 47(C), pages 63-75.

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