The gender difference in wages and the returns to schooling over the great recession in the U.S.

This paper examines the effects of the Great Recession on the gender difference in hourly wage and the rate of return to schooling in the United States. Using data from American Community Survey 2000–2015, we find that the male-female difference in hourly wage declined during and after the recession. The Great Recession decreased earnings for both men and women, especially for those with more education. We also find there is a significant gender difference in the effects of the Great Recession on the returns to schooling. The Great Recession increased the rate of return to schooling for both men and women, and the female-male difference in the returns to schooling decreased by 0.4 percentage points in the post-recession period. The change of the gender difference in the returns to schooling can be explained by the wage structure change for men and women over the recession.     

Parental expectations and school enrolment decisions: Evidence from rural Ghana

We use field data to investigate factors that influence parents' decisions to enrol children in schools in rural Ghana. The empirical results identified a host of socio‐economic and household‐level factors including remittances parents expect from investing in education, parents perception of a child's desirable professions, cost of schooling and discount rate as significant determinants of parental school enrolment decision. When gender of the child and remittances are taken into account, we show male parents are more likely to invest in education of boys than girls because they expect significantly higher returns from their investment in boys. Female parents do not show such gender preference. The proportion of children enrolled in school is positively related to average cost of schooling for male parents Gender of parent plays a significant role in school enrolment decision making.     

Understanding the Remittance Gender Gap among Hispanics in the US: Gendered Norms and the Role of Expectations

Using the 2006 Latino National Survey (LNS), this study analyzes the existence of a gender gap in favor of men in the monetary remittance behavior of Hispanics residing in the United States. Findings indicate that cultural gender norms and expectations in the country of origin play a key role. The study shows that women migrants are less likely to remit than men and, when they do, they transfer smaller amounts. The remittance gender gap is not universal among subgroups, since it is only observable among Hispanics who came to the US to improve their economic situation, plan to return to their home country, and have low income and low schooling. An index on migrants’ perceptions of gender roles as a proxy for cultural gendered norms is constructed and shows that more traditional gender views are associated with a significant gender gap in favor of men in remittances.     

An empirical analysis of assortative mating in India and the U.S.

This paper uses a conditional logit model to analyze empirically how individuals sort themselves through marriage into households in India and the U.S. The results support positive assortative mating of spouses with respect to age and schooling. We find no evidence in favor of Becker's theory of labor market specialization in couples. Moreover, while similarity in age is the strongest predictor of marital choice in India, education of a prospective spouse plays a more important role in the U.S. Finally, we find that while dowry increases the likelihood of women marrying men with characteristics dissimilar to their own, availability of a mate has a positive effect on the degree of stratification in India.     

Assessing the Impact of District Primary Education Program in India

We examine the impact of India's District Primary Education Program (DPEP) introduced in the mid‐1990s. We exploit the fact that the DPEP was targeted towards primary school age children and was introduced in phases to different districts in India, and many of the districts never got the program to implement a difference‐in‐difference strategy to find the causal impact of the program on probability of attended primary school, probability of completed primary education and years of schooling. We find that the DPEP program increased the probability of attended primary school and completed primary school by about 2 percentage points. Similarly, the program increased the years of schooling by 0.16 years.     

Intergenerational Transmission of Education and Mediating Channels: Evidence from a Compulsory Schooling Reform in Germany

In this paper, I estimate the causal effect that an additional year of schooling for parents has on their children's education, by exploiting a compulsory schooling reform that was implemented in all West German states between 1946 and 1969. Although previous research indicates that the reform had no effect on earnings, I find that an additional year of schooling for women strongly affects the education of their sons. There is no effect for the other parent–child gender pairs. I investigate numerous channels that might mediate the positive effect of the education of mothers. Most importantly, I find that individuals with more schooling value their children's educational success as more important.     

The gender wage gap in Austria: eppur si muove!

We examine the change of the gender wage gap in Austria between 2002 and 2007 using Juhn et al. (Workers and their wages, AEI Press, Washington DC, pp 107–143, 1991) decomposition. We analyze data from Austrian tax records which we merge with social security records and Austrian micro-censuses of the years 2002 and 2007. We find that the gender wage gap declined from 21 % in 2002 to 18 % in 2007. The main determinant of this decline is the relative improvement of women’s unobserved characteristics. The decline of the gender wage gap is also due to women having attained more formal education and to a convergence of men’s and women’s returns to education. Women’s improved educational attainments were partly offset by a shift in the demand for skilled workers that disadvantaged unskilled workers, most of whom are women, resulting in a moderate decrease of the gender pay gap over these years. Robustness checks confirm our results.     

Ethnic externalities in education and second-generation immigrants

I analyse the role of ethnic and native human capital – defined, respectively, as the average years of schooling of ethnic groups and of natives within a specific region – and of ethnic concentrations in the educational attainment of second-generation immigrants in Germany. Compared to natives’ children, parents’ education has a small and insignificant effect on second-generation immigrants’ education. Ethnic concentrations have a negative effect, while ethnic capital is insignificant. The effect of native capital, too, is insignificant but much larger in magnitude than the effect of ethnic capital. For women, mother’s education is relatively more important. For men, ethnic concentrations constitute a stronger impediment to educational attainment than for women.     

城市居民环境友好行为意向形成机制的性别差异

利用在海口市的调查数据,分析环境友好行为意向形成的性别差异。结果发现：①女性报告的环境友好行为意向强于男性;②影响男女环境友好行为意向形成的因素不同,产生机制也不同。环境敏感度、环境态度、反应效能感是男性环境友好行为意向的预测因子,后果意识对男性的环境友好行为意向形成具有调节作用;环境敏感度、环境行动知识、反应效能感与后果意识是女性环境友好行为意向的预测因子;在特定条件下,环境行动知识对女性的环境友好行为意向形成具有调节作用。研究结果能为居民环境教育,尤其是进行性别差异化教育提供科学依据。     

Performance-related pay and gender wage differences

We study the impact of performance-related pay (PRP) on gender wage differences using Finnish-linked employer–employee panel data. Controlling for unobserved person and firm effects, we find that bonuses increase women’s earnings slightly less than men’s, but the economic significance of the difference is negligible. Piece rates and reward rates, however, tend to increase gender wage differentials. Thus, the nature of a PRP plan is important for gauging the impact of PRP on gender wage differentials. A comparison with OLS results shows the importance of controlling for an unobserved person and firm effects.     

Determinants of women's financial inclusion: Evidence from India

A number of studies have analyzed the determinants of financial inclusion in India, but few if any have focused specifically on the factors that shape women's access to finance. This paper draws on the trove of women-specific data collected in the fourth round of the National Family Health Survey (NFHS-4), conducted in 2015–16 in India, to examine the factors that influence women's access to finance. The results indicate that while the forces that shape women's access to finance function at multiple levels, micro-level factors appear to be powerful drivers of inclusion. The analysis reveals that household-level economic indicators like wealth, gender of household head and their rural-urban location are crucial, but so are individual-level characteristics which explain approximately 83% of the variation in the multilevel regressions. Informal gender norms that govern women's mobility and economic activity crucially influence the ability of women to access loans and open bank accounts.     

Exploring the spatial determinants of children’s activities: evidence from India

This article investigates the choice of children’s activities in India and provides recommendations for areas where policy intervention to promote schooling and combat child labor would be most successful. First, we recognize that child schooling and labor are not the sole activities that children can engage in and include idleness as one of the choices. Second, we use a hierarchical model with spatially correlated random effects to analyze the determinants of the choice of children’s activities. Lastly, we recommend that pro-schooling intervention be implemented in districts with favorable attitudes toward schooling and unfavorable attitudes toward idleness, while anti-child-labor interventions be implemented in districts where attitudes toward child labor are less favorable. We thus identify two groups of Indian districts to target appropriate government interventions.     

Educational Attainment and the Gender Wage Gap: A Comparison of Young Men and Women in 1984 and 2007

This study pools data from two sources to investigate the role of educational attainment in determining the gender wage gap. The empirical analysis reveals that the returns to education remained largely unchanged for young men but declined significantly for young women over the period 1984–2007. We find significant evidence of a decline in the returns to a Bachelor's degree for young women as well as evidence of increasing wage inequality over time among young men and women with a Bachelor's degree. Also, in 2007, the gender wage gap between young men and women was largest for those with a Bachelor's degree. Further, our analysis suggests that young women with a college education may confront more discrimination in the labor market than young women without a college education. We conclude that promoting educational attainment among young women may be a necessary but not sufficient condition for addressing the gender wage gap.     

Gender differences in optimism

This article examines gender differences in optimism about the economy. We measure optimism using Swedish survey data in which respondents stated their beliefs about the country’s future economic situation. We argue that this measure of optimism is preferable to common measurements in the literature since it avoids confounding individuals’ economic situation with their perception of the future and it can be compared to economic indicators. In line with previous research, we find that men are more optimistic than women; however, men are also more prone to be wrong in their beliefs about the future economic situation. Furthermore, in sharp economic downturns, the gender differences in optimism disappear. This convergence in beliefs can be explained by the amount of available information on the economy.     

Child Schooling and Work Decisions in India: The Role of Household and Regional Gender Equity

Abstract

This paper tests three hypotheses about how mothers' autonomy in India affects their children's participation in school and the labor market. To do so it extends the concept of mothers' autonomy beyond the household to include the constraints imposed by the extent of gender equity in the regions in which these women live. This study began with the expectation that increased autonomy for Indian mothers living in heterosexual households would increase child schooling and decrease child work. However, the results are mixed, indicating that mother's autonomy can be reinforced or constrained by the environment. The paper concludes that mothers and fathers in India make different decisions for girls vis-à-vis boys and that the variables reflecting mothers' autonomy vary in their impact, so that mothers' level of education relative to fathers' is not often statistically significant, while mothers' increased contributions to household expenditure decrease the probability of schooling and girls' work.     

Mother's education and child development: Evidence from the compulsory school reform in China

This paper investigates the causal impact of mother's schooling on various outcomes of adolescent development by exploiting the temporal and geographical variations in the enforcement of compulsory schooling laws in China. Using data from China Family Panel Studies, we find that mother's education increases adolescents’ school enrollment, math test scores, college aspiration, and internal locus of control related to education. Mother's education also improves adolescent mental health status and reduces the incidence of underweight. We also find considerable gender heterogeneity in the effects of mother's education. The results further indicate that mother's education leads to an increase in family resources for children and an improvement in maternal mental health and parenting, which we interpret as potential mechanisms behind our findings.     

Gender Segregation and Income Differences in Nicaragua

Despite having higher average education levels, Nicaraguan women still earn much less than men. Furthermore, the country has one of the highest levels of occupational gender segregation in Latin America. This paper aims to explain the gender income gap in Nicaragua, taking into account individual characteristics, engagement in specific occupations and sectors, and geographical location. Using a multilevel framework, the study finds that while a considerable part of the income gap can be explained by women’s employment in occupations and sectors with low remuneration, another substantial part of this gap is attributable to the prevalence of patriarchal gender norms – and thus cannot be explained by human capital factors. These results show that understanding labor market segregation is vital for comprehending the perseverance of the gender income gap, and they further imply that women’s progress in breaching the gender stereotypes in Nicaragua is still limited.     

Reforms and education inequality in Ghana

We analyze the evolvement of education inequality and the gender gap in Ghana before and after two major education reforms. Using different measures of inequality, our findings suggest that the gender gap at the basic school level has closed following the introduction of the education expansion policies, but inequalities persist at the postbasic school levels and across regions. We further demonstrate that the educational expansion–schooling inequality nexus is best illustrated by an inverted U-shaped Kuznets curve. We find that after an average of 6 years of schooling has been reached, inequality starts to decline, and gender equality can be achieved when the average years of schooling reach 9.     

GENDER DIFFERENCES IN VOCATIONAL SCHOOL TRAINING AND EARNINGS PREMIUMS IN TAIWAN

Abstract

International capital mobility and economic restructuring have brought training and skills acquisition to the forefront of policy dialogues. Taiwan has gone beyond most countries in promoting vocational education and setting strict quotas for schooling. Although the education plans do not have separate targets for men and women, they have gendered outcomes. Estimates of earnings premiums using ordinary least squares and quantile regression techniques indicate that only men have gained consistently higher premiums from vocational school compared to general schooling. Women who were denied access to the university system have forgone college premiums that exceed those of men. Also, the commerce track, in which women cluster, yields an earnings penalty compared to general schooling, while the technical track, in which men predominate, yields an earnings premium. Policy reforms based on relaxing education quotas and enforcing equal opportunity legislation would provide women with more rewarding education and career options.