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1.
Despite significant educational expansion, Mexico’s educational attainment rates are relatively low. Though primary school enrollment is at nearly 100%, less than half of young adults ages 18-29 have finished upper secondary school (USE). This article examines how family-level factors, particularly parental education and household wealth, are associated with the likelihood of children dropping out of USE early in Mexico – a shift away from the well-established focus on primary education. Using region fixed effects logistic regressions, I examine the role of both mother’s and father’s education in predicting children’s educational persistence – and how this varies for boys and girls. Data is derived from a nationally representative sample of USE-aged youth in Mexico (n = 8,235). Results indicate that increases in parental education decrease the likelihood of children dropping out in upper secondary school, even when controlling for financial resources and other family- and household-level characteristics. Notably, these results vary across boys and girls.  相似文献   

2.
Education and poverty in rural China   总被引：3，自引：0，他引：3  
We analyze household and school survey data from poor counties in six Chinese provinces to examine the effects of poverty, intra-household decision-making, and school quality on educational investments (enrollment decisions) and learning outcomes (test scores and grade promotion). Unlike previous studies, we use direct measures of credit limits and women's empowerment. Drawing a distinction between the effects of wealth (measured by expenditures per capita) and credit constraints, we find that the former improves learning while the latter reduces educational investments. We find evidence of a story of gender bias in which academically weak girls are more likely to drop out in primary school while most boys continue on to junior secondary school. Women's empowerment reduces the likelihood of dropping out but does not affect other outcomes. Finally, our measures of school quality have some effect on the duration of primary school enrollment but not on learning.  相似文献   

3.
Few studies on male–female inequalities in education have elaborated on whether school characteristics affect girls’ and boys’ educational performance differently. This study investigated how school resources, being schools’ socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being schools’ application of well-rounded assessment methods, influenced girls’ and boys’ reading performance differently. We hypothesised that positive effects of school resources would be greater for boys than for girls, and that more frequent use of well-rounded assessment methods would be associated with increased girls’ and decreased boys’ reading performance. Using advanced multilevel analyses of 2009 Programme for International Student Assessment (PISA) data, we found that boys profited more than girls from having a large proportion of girls in school. Contrary to our expectations, girls gained more than boys from a school’s advantaged socioeconomic composition. These gendered effects of school resources were not explained by differences in school learning climate.  相似文献   

4.
This paper adds a measure of school costs to the model of determinants of schooling. Costs are estimated with controls for selection into school and the possibility of receiving free primary education (FPE). Controlling for costs, household wealth has a large, positive effect on primary school attendance with greater income elasticity for girls than boys. Girls’ attendance also depends on opportunity costs generated by providing child care for younger siblings and living on a family farm. Policies that increase household resources and reduce opportunity costs are recommended to complement free primary education.  相似文献   

5.
Gender gaps in learning and education outcomes have changed dramatically over the last few years. However, researchers have not adequately assessed how the high school learning environment differentially affects boys and girls. An important component of the learning environment in US secondary school is the opportunity to learn in an Advanced Placement (AP) curriculum, which allows high school students to do college-level work. Using the US National Education Longitudinal Study 1988–2000, we explain how high school AP curriculum interacts with gender to predict the selectivity of colleges that students attend. The results show that girls and boys who attend high schools with a larger percentage of students in AP curriculum attend more selective colleges (that require higher standardised scores for admissions); yet the positive effect of the opportunity to learn in an AP curriculum is greater for girls than for boys. This research furthers the debate about the effects of school structure on gender stratification.  相似文献   

6.
This article looks at the effects of privatisation policies on girls' education in the Kilimanjaro Region of Tanzania. It begins by describing changes in economic and education policies in Tanzania since independence in 1961. It presents the results of a study about parental wealth and education and the findings from an essay task completed by girls at a secondary school in the region.1 The article also provides life-history sketches of several girls who have not attended secondary school and a discussion of the social and economic factors that mark the distinction between “educated” and “uneducated” girls in Tanzania today. These different sources of information show how cultural notions about gender and economic hardship in Kilimanjaro work together in making the attainment of a secondary school education an untenable goal for girls from poor households.  相似文献   

7.
This study investigates gender differences in the determinants of several schooling indicators in Conakry, Guinea, using ordered and binary probit models incorporating household-level random effects. Such indicators include grade attainment, current enrollment, and withdrawal from school. The survey, which was conducted on 1725 households, contains detailed information on a wide range of socioeconomic factors such as education, labor force activity and earnings, assets and health. Results indicate that increases in household income lead to greater investments in the schooling of girls than in the schooling of boys. Meanwhile, improvements in the education of fathers raise the schooling of both sons and daughters, while the education of mothers only has a significant impact on the schooling of daughters. These estimates show differences in maternal and paternal preferences for schooling daughters relative to sons. Therefore, the importance of gender, parental education, and household income and composition affect the education of children. However, findings also show that education for girls is unnecessary since they only need to work at home. Moreover, policies that raise household incomes will increase gender equity in schooling, which will also depend on whether and how these policies change the opportunity costs of girls and boys and the labor market returns to female and male schooling.  相似文献   

8.
This paper builds on my previous research, explaining the differential achievement of boys and girls in secondary education by the fact that boys' culture is less study orientated than girls' culture. The central question of the present paper is whether the presence of girls at school affects the boys' study culture and, by consequence, boys' achievement. The research is based on data of 877 boys and 714 girls, attending the fifth year of a sample of 15 general secondary schools. It is shown that the gender context of the school does not affect the boys' study culture, but the presence of girls positively influences the general pupils' study culture. By means of multilevel analyses (HLM), it is demonstrated that the larger the proportion of girls at school, the higher the boys achieve, and this finding can be ascribed to the general pupils' study culture.  相似文献   

9.
We study family background effects on participation in primary and secondary education of children in Turkey using large representative data sets. Educational participation, especially of girls, is found to be still a major concern, with non-enrollment being especially high in the countryside and the eastern part of the country. Parental education, number of siblings, household income, occupation of the father, traditionality of the mother and the mother's ability to speak Turkish are major factors affecting participation. For primary participation of girls, having a mother who has completed primary education and who can speak Turkish is most significant. Traditional gender role attitudes of the mother reduce the girl's chances to get secondary education. For participation of boys, the economic situation of the household is important. Findings indicate that a key role is played by the mothers of the children who are out of school. Reaching this group of mostly illiterate and traditional women is a major challenge for policy makers wanting to improve the situation.  相似文献   

10.
Students’ self-concept and effort in schoolwork are known to have significant influences on essential academic outcomes, but self-concept and effort may decline as students grow up. Students from 16 schools in Sydney (N?=?2200) were asked to rate on two self-concept components (competency and affect) and effort in schoolwork. Based on measures established in confirmatory factor analysis, a 5 (grade: 3rd, 5th, 7th, 9th, 11th) × 2 (gender: boys, girls) × 3 (measure: competency, affect, effort) repeated-measures ANOVA found that: (a) for all variables, scores were lower for higher grade levels; (b) boys were lower in affect and effort; (c) particularly for effort, gender differences favouring girls in primary became negligible in higher secondary; and (d) differences between primary and secondary tended to be greater for girls. Educators and curriculum designers need to consider the self-concept and effort of boys in the primary and girls in the secondary.  相似文献   

11.

Unlike many other countries, physics is highly popular in secondary education in Scotland, with large numbers opting for study at the Higher Grade on which entry to higher education is based. This paper reports a project that explored the attitudes and perceptions of Scottish girls and boys towards physics over the age range of 10-18 years old. Towards the end of primary school, attitudes towards science are very positive and both boys and girls are looking forward to studying more science in secondary school, although there is no evidence that the introduction of primary science has been a factor. By the end of the second year of secondary school, these positive attitudes have declined quite markedly and a significant decline of girls' attitudes towards science relative to boys' attitudes was clearly observed. The success of the Standard Grade physics course (a 2-year course taken in third and fourth year, ages 14-16 approximately) is easy to observe in terms of the restoration of positive attitudes of boys and girls again as the pupils move through third and fourth year. This process is especially clearly marked among girls. Surprisingly, over 90 per cent of the observed fourth year pupils wanted to continue studies in physics but a marked decline in attitude is observed during the Higher Grade course (a 1-year course which follows Standard Grade), this being more marked for boys. If the number of girls in physics is an issue for concern within the structure of Scottish system, then the focus of attention should be the structure and nature of the science course in the early secondary school.  相似文献   

12.
The relations between the quality of mothers' and fathers' friendships and that of their children's friendships was examined. One hundred twenty-five fourth-grade children (9 year olds) completed the Friendship Quality Questionnaire. Observational measures of the target children playing with their self-selected friend were also collected. Mothers and fathers separately completed the Friendship Quality Questionnaire about their best friend. Results indicated that children's self-reports and observational measures of friendship quality were not highly correlated for girls, but were moderately associated for boys. The quality of mothers' and fathers' friendships was related to the quality of children's friendships, but the nature of the relations with children's friendships differed for girls and boys. The implications of these findings for the socialization of friendship patterns and the assessment of children's friendships were noted.  相似文献   

13.
This study examines the effects of parental SES, school quality, and community factors on children's enrollment and achievement in rural areas in Viet Nam, using logistic regression and ordered logistic regression. Multivariate analysis reveals significant differences in educational enrollment and outcomes by level of household expenditures and parental education, especially mother's education. Mother's status is more important in determining school enrollment than educational outcome. In contrast, father's education increases the probability of learning. Once school quality is taken into account, differentials between the majority Kinh and ethnic minorities are not significant. Girls still do not have equal access to education, since girls doing badly in school drop out, while their male counterparts remain in school. The presence of a school in poor village does not override the effects of family background on educational enrollment. Controlling for school quality actually increases gap in educational enrollment by household expenditures and village income. Although educational costs consume, on average, one quarter of household expenditures per capita, school fees do not determine school enrollment, because many of the poor already receive exemption from or reduction in these fees.  相似文献   

14.
Samuel Mburu 《Compare》2017,47(4):545-560
To throw light on the challenge of providing education to pastoral households in the context of social and economic change, this study investigates the effects of herd migration on child schooling in Northern Kenya. Specifically, the analysis uses both household panel data and community-level focus-group data to identify the barriers to schooling, which include an insufficient number of schools, nomadism and communal conflicts. The results also reveal that herd migration has a significantly negative effect on school attendance – about a 26% probability of failure to attend among the children of livestock migrating households. The child’s age and mother’s literacy have a positive impact on child school attendance, but with girls more likely to attend than boys, probably because of higher opportunity costs. That is, attending school takes boys away from activities like herding, which have greater economic value than the nonmonetisable household duties performed by girls.  相似文献   

15.
The main objective of specially adapted teaching in upper secondary education in Norway is to help students attain vocational or academic competence. However, a contested issue is whether it is conducive to place students with special educational needs in regular or special classes. Another question is whether boys and girls benefit to the same degree from placement in a specific type of class. The analyses presented in this article are based on data from a longitudinal study of nearly 500 adolescents with special educational needs who have been followed prospectively over 6 years. The results demonstrate that students receiving special support in regular classes obtain vocational or academic qualifications to a greater degree than students in special classes. In particular, girls benefit from placement in regular classes. This pattern does not change when the analyses control for relevant variables that are known to affect competence attainment, e.g. the students’ functional level registered at the start of upper secondary school.  相似文献   

16.
The low numbers of students, particularly girls, pursuing science after the age of 16 continues to give cause for concern, despite the inclusion of science as a core subject in the curriculum of primary schools in England and Wales. This article explores the perceptions of primary pupils with regard to science since its introduction as a compulsory component of the curriculum. The findings tend to replicate those of earlier studies, indicating that primary pupils, both girls and boys, view science positively while at primary school and look forward to science at secondary school. However, results show that, within science, girls' and boys' preferences are different. Girls have greater preference for biological topics while boys demonstrate a wider range of interests. Furthermore, the introduction of the National Curriculum appears to have had negligible effect in broadening the interests of girls. It is argued that intervention strategies are needed in order to make all fields of science attractive to girls and that this should begin in the primary phase of education.  相似文献   

17.
This study uses household survey data to estimate determinants of schooling in Uganda, with a model that includes the price of school. Uganda's universal education policy offered free tuition, fees, and supplies to up to four children per family, including two daughters. The empirical method includes an estimation of a child-specific price of schooling. Despite widespread subsidies, the cost of primary school remained an obstacle under this policy, but the effects of price were similar for boys and girls. Regressions by wealth quintile estimate nonlinear effects of wealth and price, suggesting that there are opportunities to expand education through targeted cash transfer and subsidy policies.  相似文献   

18.
There have been a number of earlier investigations, using differing methodologies, into the extent to which teachers in the secondary school interact with boys and girls and the results have suggested an imbalance in the teachers’ verbal behaviour towards the genders that is quite similar to the imbalance found in teachers’ behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent primary school investigation in order to be able to make a fair comparison between the two levels. The results showed considerable differences in the teachers’ verbal behaviour towards the genders in the secondary school from that of teachers in the primary school. Where the primary school data showed teachers interacting more with the boys than the girls and the boys being less on‐task than the girls, the secondary school data showed no such differences.  相似文献   

19.
Global education goals have many aims, among them universal basic schooling, universal literacy and numeracy, and gender equality. We use unique, nationally representative data on adult learning outcomes to examine the link between schooling and literacy in ten low- and middle-income countries. We simulate scenarios of increasing school grade attainment, increasing learning per year, and achieving gender equality, and examine learning outcomes in each. In six of the ten countries only about half or less of younger adults (aged 18−37) with primary completion as their highest schooling can read a few sentences without help. Simulations show that achieving universal primary completion would still leave many adults functionally illiterate: in India nearly a third of adults would still be unable to read. Our simulations further show that, while achieving equality of schooling attainment would produce improvements in women’s literacy, in many countries this would still leave a third of women unable to read. Gender equality of learning per year produces very little gain as, once in school, girls’ learning nearly matches that of boys. In nearly all countries steepening the learning profiles for all students to the best-performing of the ten countries would lead to greater gains in literacy for women than achieving gender equality in both schooling and learning. Achieving learning for all will require both eliminating gender gaps but also improving how much is learned while in school.  相似文献   

20.
A moral panic has broken out in several countries after recent studies showed that girls were outperforming boys in education. Commissioned by the Dutch Ministry of Education, the present study examines the position of boys and girls in Dutch primary education and in the first phase of secondary education over the past ten to fifteen years. On the basis of several national and international large-scale databases, the authors examined whether one can indeed speak of a gender gap, at the expense of boys. Three domains were investigated, namely cognitive competencies, non-cognitive competencies, and school career features. The results as expressed in effect sizes show that there are hardly any differences with regard to language and mathematics proficiency. However, the position of boys in terms of educational level and attitudes and behaviour is much more unfavourable than that of girls. Girls, on the other hand, score more unfavourably with regard to sector and subject choice. While the present situation in general does not differ very much from that of a decade ago, it is difficult to predict in what way the balances might shift in the years to come.  相似文献   

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