Gender Education Gaps among Indigenous and Nonindigenous Groups in Bolivia

Reimã ; o, Maira Emy ; Taş, Emcet O.

World Bank, Washington, DC

关键词: SANITATION;    SKILLS;    SCHOOL SYSTEM;    FEMALE EDUCATION;    EDUCATIONAL REFORMS;   

DOI  :  10.1596/1813-9450-7387
RP-ID  :  WPS7387

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 studies gender education gapsamong indigenous and nonindigenous groups in Bolivia. Usingthe National Census of Population and Housing 2012 and anestimation method analogous to difference-in-differences,the paper finds that the intersection of gender andindigenous identity confers cumulative disadvantage forindigenous women in literacy, years of schooling, andprimary and secondary school completion. Although gendereducation gaps have become narrower across generations,there remain significant differences among indigenousgroups. The Aymara have the largest gender gap in alloutcomes, despite having high overall attainment rates andmostly residing in urban centers, with greater physicalaccess to schools. The Quechua have relatively smallergender gaps, but these are accompanied by lower attainmentlevels. The paper discusses the possible sources of thesedifferentials and highlights the importance of taking genderdynamics within each indigenous group into greater consideration.