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Determinantes socioeconómicos de las transiciones entre niveles educativos: un enfoque sobre género y ruralidad en el Perú

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  • Denice Cavero
  • Verónica Montalva
  • José Rodríguez

    (Departamento de Economía - Pontificia Universidad Católica del Perú)

Abstract

An approach to progress through school is relevant since it allows us to analyze a broad range of educational levels, if a student is able to progress to the next grade, if he or she repeats the grade, or if he or she drops out of school. Our aim is to determine which are the factors associated with these educational results in Peru, where access and continuance in school is still a worrying matter. Our methodology comprises the estimation of both probit and multinomial models. It is important to mention that both models provide very similar results among those results which are comparable. Among the different factors, adolescent and child labor stands out as a constant disadvantage for individuals seeking to stay in the educational system. This result is maintained throughout the educational levels. The study focused particularly on rural areas of Peru and within this area on gender inequality. In rural areas of Peru, educational transition from primary to secondary school is clearly a breaking point because the proportion of individuals who progress in this transition is significantly lower than in other transitions. The situation of rural women is very interesting. We find that although they have lower repetition probabilities during primary school, they have greater dropout probabilities in the primary-secondary transition, which can turn out to be more detrimental for their long-term education acquisition. Doing chores is one of the factors that more significantly affects rural women’s dropout rate in the primary-secondary transition. Also, being behind in school (being older than one’s classmates) has a greater negative effect on women than on men. Finally, adolescent pregnancy prevents women’s progress to a large extent during secondary school. Although we do not consider our results as conclusive, we do believe that they contribute to deepen the knowledge about the dynamic of progress through school in Peru.

Suggested Citation

  • Denice Cavero & Verónica Montalva & José Rodríguez, 2011. "Determinantes socioeconómicos de las transiciones entre niveles educativos: un enfoque sobre género y ruralidad en el Perú," Documentos de Trabajo / Working Papers 2011-309, Departamento de Economía - Pontificia Universidad Católica del Perú.
    • Handle: RePEc:pcp:pucwps:wp00309
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    File URL: http://files.pucp.edu.pe/departamento/economia/DDD309.pdf
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    References listed on IDEAS

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    1. Sarmistha Pal, 2004. "Child schooling in Peru: Evidence from a sequential analysis of school progression," Journal of Population Economics, Springer;European Society for Population Economics, vol. 17(4), pages 657-680, December.
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    3. Lee A. Lillard & Robert J. Willis, 1994. "Intergenerational Educational Mobility: Effects of Family and State in Malaysia," Journal of Human Resources, University of Wisconsin Press, vol. 29(4), pages 1126-1166.
    4. George Psacharopoulos & Harry Anthony Patrinos, 1997. "Family size, schooling and child labor in Peru - An empirical analysis," Journal of Population Economics, Springer;European Society for Population Economics, vol. 10(4), pages 387-405.
    5. Pablo Lavado & José Gallegos, 2005. "La dinámica de la deserción escolar en el Perú: un enfoque usando modelos de duración," Working Papers 05-08, Departamento de Economía, Universidad del Pacífico, revised Sep 2005.
    6. Avner Ahituv & Marta Tienda, 2004. "Employment, Motherhood, and School Continuation Decisions of Young White, Black, and Hispanic Women," Journal of Labor Economics, University of Chicago Press, vol. 22(1), pages 115-158, January.
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    Keywords

    Peru / educación escolar / transiciones educativas / educacion y genero / educacion y ruralidad / educacion y pobreza;

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