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Gender, ethnicity and cumulative disadvantage in education : evidence from Latin American and African censuses
 
Author:Tas, Emcet O.; Reimao, Maira Emy; Orlando, Maria Beatriz; Collection Title:Policy Research working paper ; no. WPS 6734
Country:Latin America; Africa; Date Stored:2013/12/30
Document Date:2013/12/01Document Type:Policy Research Working Paper
SubTopics:Primary Education; Education For All; Population Policies; Disability; Gender and DevelopmentLanguage:English
Region:Africa; Latin America & CaribbeanReport Number:WPS6734
Volume No:1 of 1  

Summary: 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.

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