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Gender, ethnicity and cumulative disadvantage in education : evidence from Latin American and African censuses

Author

Listed:
  • Tas, Emcet O.
  • Reimao, Maira Emy
  • Orlando, Maria Beatriz

Abstract

This paper studies the impact of gender and ethnicity on educational outcomes using cross-country evidence from Bolivia, Mexico, Peru, Senegal, and Sierra Leone. It uses the Minnesota Population Center's Integrated Public Use Microdata Series-International database, which includes individual-level data from large, harmonized, and representative samples of country censuses. Using an estimation method analogous to difference-in-differences, the paper finds that gender-based differences in literacy, primary school completion, and secondary school completion are larger for minority ethnic groups compared with others or, alternatively, ethnicity-based differences are larger for women compared with men. The findings suggest that the intersection of gender and ethnicity confers cumulative disadvantage for minority groups, especially in Latin America. The paper discusses the implications of these findings on the design of, targeting in, and resource allocation for development programs.

Suggested Citation

  • Tas, Emcet O. & Reimao, Maira Emy & Orlando, Maria Beatriz, 2013. "Gender, ethnicity and cumulative disadvantage in education : evidence from Latin American and African censuses," Policy Research Working Paper Series 6734, The World Bank.
    • Handle: RePEc:wbk:wbrwps:6734
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    References listed on IDEAS

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    Cited by:

    1. Nishimura, Mikiko, 2017. "Effect of School Factors on Gender Gaps in Learning Opportunities in Rural Senegal: Does School Governance Matter?," Working Papers 141, JICA Research Institute.
    2. Renata Gukovas & Miriam Muller & Ana Claudia Pereira & Maira Emy Reimao, 2016. "A Snapshot of Gender in Brazil Today," World Bank Publications - Reports 25976, The World Bank Group.

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    Keywords

    Population Policies; Education For All; Primary Education; Disability; Gender and Development;
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