Support for Gender Stereotypes : Does Madrasah Education Matter?

Asadullah, M. Niaz ; Amin, Sajeda ; Chaudhury, Nazmul

Taylor and Francis

关键词: ISLAMIC EDUCATION;    GENDER NORMS;    GENDER EQUALITY;    INEQUALITY;    MADRASAHS;   

DOI  :  10.1080/00220388.2017.1414190
RP-ID  :  132494

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

This paper examines the influence of the institutional nature of schools on gender stereotyping by exploring contrasts between non-religious and Islamic faith (that is madrasah) schools among secondary school-going adolescents in rural Bangladesh. In particular, differences in gender attitudes across school types are explored to elucidate what about schools matters. Using a uniquely designed survey to assess the influence of school type on student characteristics, we find large differences in stereotypical gender attitudes by school type and student gender. Madrasah students in general, and unrecognized madrasah students in particular, show unfavorable attitudes about women and their abilities compared to their peers in non-religious schools. However, these differences are diminished considerably in ordered probit models suggesting that school-level differences are explained by teacher characteristics such as the nature of teacher training and average family size of teachers. These estimated effects are robust to conditioning on a rich set of family characteristics.