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.     

New Evidence on Intra‐Household Allocation of Resources in Japanese Households

This paper examines intra‐household allocation of resources to gain insight into family relationships and gender bias in Japanese households. We take the Engel curve approach to examine how adult consumption is affected by the presence of a child, either a boy or a girl, in the family. Empowered by diary‐based high quality spending data from the Family Income and Expenditure Survey, our empirical results show that adult consumption is significantly reduced in households with children; furthermore, gender bias is not observed in total adult expenditures, while responses of adult clothing expenses to the presence of a child are significantly different between a boy and a girl: spending on a father's clothing is reduced when the child is a school‐aged daughter, while spending on a mother's clothing decreases when a school‐aged son is in the home. Our analysis also shows that after the early 2000s girls receive a larger share of spending for children's clothing as well as for high school education than boys.     

Stuck in the middle: Impacts of grade configuration in public schools

We examine the implications of separating students of different grade levels across schools for the purposes of educational production. Specifically, we find that moving students from elementary to middle school in 6th or 7th grade causes significant drops in academic achievement. These effects are large (about 0.15 standard deviations), present for both math and English, and persist through grade 8, the last year for which we have achievement data. The effects are similar for boys and girls, but stronger for students with low levels of initial achievement. We instrument for middle school attendance using the grade range of the school students attended in grade 3, and employ specifications that control for student fixed effects. This leaves only one potential source of bias–correlation between grade range of a student's grade 3 school and unobservable characteristics that cause decreases in achievement precisely when students are due to switch schools–which we view as highly unlikely. We find little evidence that placing public school students into middle schools during adolescence is cost-effective.     

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.     

Cheap Talk in the Classroom: How Biased Grading at School Explains Gender Differences in Achievements, Career Choices and Wages

In this paper, I provide a theoretical explanation for the gender differences in education and on the labour market that are observed empirically in most OECD (Organisation for Economic Cooperation and Development) countries, including the US Within a cheap talk model of grading, I show that biased grading in schools results in (1) boys outperforming girls in maths and sciences, (2) boys having more top and more bottom achievers in maths and sciences than girls, (3) girls outperforming boys in reading literacy, (4) female graduates enrolling in university studies more often than male graduates, (5) the predominance of female students in arts and humanities at the university, (6) the predominance of male students in maths and sciences at the university and (7) the gender wage gap on the labour market for the highly educated.     

A SIGNALING THEORY OF GRADE INFLATION*

When employers cannot tell whether a school truly has many good students or just gives easy grades, a school has incentives to inflate grades to help its mediocre students, despite concerns about preserving the value of good grades for its good students. We construct a signaling model where grades are inflated in equilibrium. The inability to commit to an honest grading policy reduces the efficiency of job assignment and hurts a school. Grade inflation by one school makes it easier for another school to do likewise, thus providing a channel to make grade exaggeration contagious.     

Patience among children

Recent policy initiatives offer cash payments to children (and often their families) to induce better health and educational choices. These policies implicitly assume that children are especially impatient (i.e., have high discount rates); however, little is known about the nature of children's patience, how it varies across children, and whether children can even make rational inter-temporal choices. This paper examines the inter-temporal choices of 5- to 16-year-old children in an artefactual field experiment. We examine their choices between varying levels of compensation received in 2 or 4 months in the future and in 0 or 2 months in the future. We find that children's choices are consistent with hyperbolic discounting, boys are less patient than girls, older children are more patient and that mathematical achievement test scores, private schooling and parent's patience are not correlated with children's patience. We also find that although more than 25% of children do not make rational inter-temporal choices within a single two-period time frame, we cannot find variables that explain this behavior other than age and standardized mathematical achievement test scores.     

Reversal of gender gaps in child development: Evidence from young children in India

This paper provides unique evidence of a reversal of gender gaps in cognitive development in early childhood. We find steep caste and gender gradients and few substantive changes once children enter school. The gender gap, however, reverses its sign for the upper caste, with girls performing better than boys at age 5 but thereafter following the general pattern in India of boys performing better.     

No country for young men: International migration and left‐behind children in Tajikistan

This paper investigates the effects of international migration on the schooling and labour outcomes of left‐behind children in rural Tajikistan. Using three‐wave panel survey data, I rely on an instrumental variable strategy to address the non‐random selection into migration. I identify important and gender‐differenced schooling and labour supply responses. My findings suggest that boys living in migrant households are less likely to lag behind at school or work. At the intensive margin, they also report fewer hours of work per week. On the other hand, left‐behind teenage females undertake a higher number of domestic chores. They appear to marry earlier as well. The migration impact on boys appears to be driven by remittances and the improved financial situation of households. The absence of any positive influence on the education of left‐behind girls is likely to be explained by Tajikistan's cultural norms and institutions.     

Children's schooling in Nicaragua: What is the link between educational achievement,borrowing, and gender?

The impact of credit has been widely studied, and yet little is known about the effect of formal versus informal loans. In this paper, we contrast the two and their impact on children's schooling using longitudinal data from Nicaragua. To address endogeneity, we utilize both household fixed effects and locality–year fixed effects. Our results indicate that, on average, children from borrowing households fare worse than children from nonborrowing households, with male borrowers having a disproportionately negative effect on boys, and vice versa for girls and female borrowers. Informal credit is found to have a protective effect on school attendance, but the effects of formal and informal credit on cumulative schooling are found to be statistically equivalent. However, this appears to mask considerable heterogeneity within informal borrowing.     

Is emigration of workers contributing to better schooling outcomes in Nepal?

This paper presents evidence on how emigration for work affects schooling outcomes for primary and secondary school‐age children in Nepal. Using an instrumental variable strategy exploiting past migration network, we show that the identified effects critically depend on how schooling outcomes are measured. While conventional measures of school attendance indicate no impact, our new set of schooling status and schooling gap measures reveals significant impacts. Schooling status measures reveal favorable impacts for girls, and for emigration to India. Schooling gap measures reveal favorable effects of all emigration on schooling outcomes for girls and of emigration to other countries for boys.     

What drives the reversal of the gender education gap? Evidence from Germany

We study the mechanisms that are associated with the gender education gap and its reversal in Germany. We focus on three outcomes, graduation from upper secondary school, any tertiary education and tertiary degree. Neither individual and family background nor labour market characteristics appear to be strongly associated with the gender education gap. There is some evidence that the gender gap in upper secondary education reflects the rising share of single parent households which impacts boys’ attainment more than girls’. The gender education gap in tertiary education is correlated with the development of class sizes and social norms.     

TITLE IX AND THE EVOLUTION OF HIGH SCHOOL SPORTS

The passage of Title IX, the 1972 Education Amendments to the Civil Rights Act, expanded high school athletic opportunities to include girls, revolutionizing mass sports participation in the United States. This paper analyzes high school athletic participation in the United States and how sports offerings for boys and girls changed subsequent to the passage of this legislation. Girls' sports participation rose dramatically both following the enactment of Title IX and subsequent to enhancements to its enforcement. Approximately half of all girls currently participate in sports during high school; however, there remains a substantial gap between girls and boys participation in many states. States' average education level and social attitudes regarding Title IX and women's rights are correlated with this remaining gender gap. Examining individual high school students, sports participation is seen more frequently among those with a privileged background: white students with married, wealthy, educated parents are more likely to play sports. This finding points to an overlooked fact—while Title IX benefited girls by increasing the opportunity to play sports, these benefits were disproportionately reaped by those at the top of the income distribution. ( JEL J16, J18, J24, I2)     

流动儿童的学校适应不良图式及其对学校适应的影响

采用问卷调查法对923名流动儿童的学校适应不良图式与学校适应进行测查,以探讨流动儿童的学校适应不良图式与学校适应的关系。结果发现：流动儿童在自我放纵性上呈极其显著的性别差异,男生显著高于女生;除猜疑感外,学校适应不良图式总分及其他维度存在非常显著的年龄段差异,初中生显著地强于小学高年级学生;流动儿童的学校适应不良图式与学校适应存在极其显著的负相关;在控制性别、年龄段的作用后,学校适应不良图式对学校适应有极显著的负向预测效应,其中无助感和自我放纵性预测力更佳。研究表明,流动儿童适应不良图式与其学校适应关系密切。     

2009年广水市高中生乙肝表面抗原检测结果分析

目的了解2009年广水市高中生乙肝病毒(HBV)感染情况,为制定乙肝防治对策,保护学生身体健康提供科学依据。方法 HBsAg采用酶联免疫吸附法(ELISA)对广水市所辖区域内七所高中生共计8486名进行检测,并对检测结果进行统计分析。结果检出HBsAg阳性者共671例,阳性率7.91%。其中男生HBsAg阳性427例,阳性率5.03%;女生HBsAg阳性244例,阳性率为2.88%;二者差异有统计学意义。结论男生HBV感染率显著高于女生,可能与男生没有女生讲究卫生,生活用品交叉使用,尤其与交叉使用牙刷和剃须刀有关。为有效降低高中生HBV感染率,可加大对高中生健康教育宣传力度、对高中学生定期进行健康体检、并对HBsAg阴性者进行乙肝疫苗的接种工作,提高免疫覆盖率和人群免疫水平。     

Remittances and the human capital of children: New evidence from Kyrgyzstan during revolution and financial crisis, 2005–2009

We analyze the effect of the receipt of remittances on the education and health of children in Kyrgyzstan during a volatile period of their recent history, 2005–2009. The country experienced revolution in 2005 and the global financial crisis beginning in 2008. Both events impact human capital investment, and the changes vary by region of the country. We use fixed effects estimation and fixed effects, instrumental variables estimation to isolate the effects of remittances and other events on human capital. We find that boys aged 14–18 in remittances’ receiving households are less likely to be enrolled in school than other children. We also find that girls in remittances’ receiving households are more likely to be malnourished (thin). Both effects are relatively small. Remittances do not improve the human capital of children left behind. However, we do find an overall positive improvement in school enrollment among young children between 2005 and 2009 but a negative trend in enrollment among older boys and girls. Nutrition improves over time. Regional differences are apparent in these trends in nutrition and education.     

Gender and household education expenditure in Pakistan

Pakistan has very large gender gaps in educational outcomes. One explanation could be that girls receive lower educational expenditure allocations than boys within the household, but this has never convincingly been tested. This article investigates whether the intra-household allocation of educational expenditure in Pakistan favours males over females. It also explores two different explanations for the failure of the extant ‘Engel curve’ studies to detect gender-differentiated treatment in education even where gender bias is strongly expected. Using individual level data from the latest household survey from Pakistan, we posit two potential channels of gender bias: bias in the decision whether to enrol/keep sons and daughters in school, and bias in the decision of education expenditure conditional on enrolling both sons and daughters in school. In middle and secondary school ages, evidence points to significant pro-male biases in both the enrolment decision as well as the decision of how much to spend conditional on enrolment. However, in the primary school age-group, only the former channel of bias applies. Results suggest that the observed strong gender difference in education expenditure is a within rather than an across household phenomenon.     

Child height,health and human capital: Evidence using genetic markers

Height has long been recognized as being associated with better outcomes: the question is whether this association is causal. We use children's genetic variants as instrumental variables to deal with possible unobserved confounders and examine the effect of child/adolescent height on a wide range of outcomes: academic performance, IQ, self-esteem, depression symptoms and behavioral problems. OLS findings show that taller children have higher IQ, perform better in school, and are less likely to have behavioral problems. The IV results differ: taller girls (but not boys) have better cognitive performance and, in contrast to the OLS, greater height appears to increase behavioral problems.     

Outrunning the gender gap—boys and girls compete equally

Recent studies find that women are less competitive than men. This gender difference in competitiveness has been suggested as one possible explanation for why men occupy the majority of top positions in many sectors. In this study we explore competitiveness in children, with the premise that both context and gendered stereotypes regarding the task at hand may influence competitive behavior. A related field experiment on Israeli children shows that only boys react to competition by running faster when competing in a race. We here test if there is a gender gap in running among 7–10 year old Swedish children. We also introduce two female sports, skipping rope and dancing, to see if competitiveness is task dependent. We find no gender difference in reaction to competition in any task; boys and girls compete equally. Studies in different environments with different types of tasks are thus important in order to make generalizable claims about gender differences in competitiveness.     

Heterogeneity in Early Life Investments: A Longitudinal Analysis of Children's Time Use

We examine socioeconomic heterogeneity in children's time use using diary data from two waves of a nationally representative longitudinal cohort study in Ireland. Children from disadvantaged households spend significantly less time reading, doing homework, and engaging in physical exercise and sport than their counterparts, and more time engaging in unstructured play. Though most gaps are relatively small at age 9, they widen considerably by age 13. This pattern is similar for girls and boys. Parental education appears to be a more important factor in family investment decisions about children's time use than household income. Given the important role of extra-curricular activities in promoting cognitive and non-cognitive skill development, the systematic differences in children's time use we document in this paper may contribute to cumulative disadvantage and widening skill gaps through adolescence and into adulthood.