Gender Education Gaps among Indigenous and Nonindigenous Groups in Bolivia

This paper studies gender education gaps among indigenous and nonindigenous groups in Bolivia. Using the National Census of Population and Housing 2012 and an estimation method analogous to difference-in-differences, the paper finds that the intersection of gender and indigenous identity confers cumulative disadvantage for indigenous women in literacy, years of schooling, and primary and secondary school completion. Although gender education gaps have become narrower across generations, there remain significant differences among indigenous groups. The Aymara have the largest gender gap in all outcomes, despite having high overall attainment rates and mostly residing in urban centers, with greater physical access to schools. The Quechua have relatively smaller gender gaps, but these are accompanied by lower attainment levels. The paper discusses the possible sources of these differentials and highlights the importance of taking gender dynamics within each indigenous group into greater consideration.

Bibliographic Details

Main Authors:	Reimão, Maira Emy, Taş, Emcet O.
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2015-08
Subjects:	SANITATION, SKILLS, SCHOOL SYSTEM, FEMALE EDUCATION, EDUCATIONAL REFORMS, BASIC EDUCATION, GENDER INEQUALITY, NATIONAL SCHOOL, TEACHERS, SCHOOL DROPOUT, SCHOOLING, SCHOOL ENROLLMENT, EDUCATIONAL ACHIEVEMENT, LEVELS OF EDUCATION, ETHNIC GROUPS, EDUCATION REFORMS, COMMITMENT TO MULTICULTURALISM, EDUCATION OUTCOMES, INDIGENOUS EDUCATION, DECENTRALIZATION OF EDUCATION, COMMUNITY PARTICIPATION IN EDUCATION, SUPPLY OF SCHOOLS, LITERACY RATES, EDUCATIONAL DEVELOPMENT, INDIGENOUS CHILDREN, TEACHER QUALIFICATION, COMMUNITY PARTICIPATION, ACCESS TO EDUCATION, LITERACY, INDIGENOUS SCHOOLS, KNOWLEDGE, GENDER EDUCATION, LITERACY RATE, COMPLETION RATES, INDIGENOUS LANGUAGES, PRIMARY SCHOOL COMPLETION, GENDER GAP, QUALITY OF EDUCATION, EDUCATION POLICIES, EDUCATIONAL ATTAINMENT, IMPACT OF EDUCATION ON FERTILITY, EDUCATION DISCOURSE, EDUCATIONAL GAPS, PRIMARY COMPLETION RATE, SECONDARY SCHOOL, PARENTAL EDUCATION, EDUCATION FOR WOMEN, ACCESS TO PRIMARY EDUCATION, LOWER LEVELS OF EDUCATION, SCHOOL COMPLETION, PRIMARY SCHOOL, TEACHING, SCHOOL NETWORK, SCHOOL-AGE, EDUCATIONAL ATTAINMENTS, PRIMARY SCHOOL COMPLETION RATES, PARENTS’ EDUCATION, PRIMARY SCHOOLS, EDUCATION SYSTEMS, RURAL EDUCATION, PERSISTENT INEQUALITIES, DROPOUT RATES, RURAL SCHOOLS, UNIVERSAL EDUCATION, PRIMARY COMPLETION, FEMALE MEMBERS, VALUES, SCHOOLS, EDUCATIONAL DISADVANTAGES, SCHOOL ATTENDANCE, INDIGENOUS COMMUNITIES, EDUCATION REFORM, EDUCATION SERVICES, RURAL TEACHERS, SLUM POPULATIONS, EXCLUSION IN EDUCATION, EXPANSION OF EDUCATION, GIRLS’ EDUCATION, INDIGENOUS PEOPLE, INDIGENOUS CULTURE, IMPACT OF EDUCATION, PARENTAL INCOME, CURRICULUM, TEACHER, EDUCATIONAL OUTCOMES, EDUCATIONAL STANDARDS, EDUCATION, PEDAGOGICAL PRACTICES, WOMEN IN LITERACY, SCHOOL COVERAGE, PARTICIPATION IN EDUCATION, LINGUISTIC DIVERSITY, SCHOOL-AGE CHILDREN, LIVING CONDITIONS, PRIMARY EDUCATION, TEACHER ABSENTEEISM, FORMAL SCHOOLING, AVAILABILITY OF SCHOOLS, PHYSICAL ACCESS, SCHOOL, SCHOOL INFRASTRUCTURE, SECONDARY EDUCATION, GENDER EQUALITY, EDUCATIONAL DISPARITIES, RETURNS TO EDUCATION, SCHOOL AGE,
Online Access:	http://documents.worldbank.org/curated/en/2015/08/24890239/gender-education-gaps-among-indigenous-nonindigenous-groups-bolivia https://hdl.handle.net/10986/22441
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