Gender Gap In Educational Attainment Research Articles

Gender disparities in educational attainment in the 2010 Ghana Census

Education is an important indicator of national development and remains an ongoing concern in Sub Saharan Africa. This study investigated religion and marital status as potential sources of gender disparities in educational attainment in Ghana. Using a 10% probability sample from the 2010 Ghana Population Census, multilevel linear and nonlinear models were fitted to data comprising individuals and regions. Marital status and religion were found to be key variables that account for persistent gender differentials in education. We demonstrate individual and structural factors help explain the gender gap in educational attainment and enrolment. Analyses suggest that to close it, attention ought to be paid to individual factors as well as enhancing social, civic, and economic opportunities for females.

Gender disparities in educational attainment in the 2010 Ghana Census

Education is an important indicator of national development and remains an ongoing concern in Sub Saharan Africa. This study investigated religion and marital status as potential sources of gender disparities in educational attainment in Ghana. Using a 10% probability sample from the 2010 Ghana Population Census, multilevel linear and nonlinear models were fitted to data comprising individuals and regions. Marital status and religion were found to be key variables that account for persistent gender differentials in education. We demonstrate individual and structural factors help explain the gender gap in educational attainment and enrolment. Analyses suggest that to close it, attention ought to be paid to individual factors as well as enhancing social, civic, and economic opportunities for females.

Voting Patterns and the Gender Wage Gap

Striving for gender equality presents major challenges but the benefits are vast, ranging from reduced conflict, both within and between communities, to higher economic growth. Unfortunately, Israel's gender wage gap remains one of the highest among developed countries, despite a growing reverse gender gap in educational attainment. Investigating the gender wage gap for the Jewish majority and for the Arab minority, we find evidence of gender segregation by industry and occupations in addition to a glass ceiling effect for Jewish and Arab women. Using data from the Israeli Household Income Survey and electoral data from the Israeli parliamentary elections (2009), this paper provides novel evidence of the role of voter preferences in explaining the persistence of gender pay gaps. Importantly, we find strong evidence of an association between a higher share of votes allocated to nationalist parties, in a given locality, and a larger, (adjusted), gender wage gap for both Jewish-Israelis and Arab-Israelis.

Education expansion and its effects on gender gaps in educational attainment and political knowledge in Taiwan from 1992 to 2012

This study investigates whether increasing the availability of education for women would minimize gender gaps in educational attainment and political knowledge in Taiwan. Seven waves of nationally representative survey data were analyzed to assess the effects of the national education expansion on gender equity in educational attainment and political knowledge. The empirical analysis in this study indicated that the extension of compulsory education and expansion of higher education in Taiwan offered more educational opportunities for women, especially those in the older cohorts, and substantially corrected the educational inequality between genders in the younger cohorts. Furthermore, the improvement in educational equality between genders diminished the gap in political knowledge among younger people in Taiwan.

Between Two Worlds: Source‐Country Gender Roles and Gender Differences in Educational Attainment among Immigrant Children

Recent scholarship has focused on the relationship between source‐country characteristics such as female labor force participation, fertility, level of economic development, gender role attitudes, and immigrants’ labor market assimilation. These studies refer to national‐level factors when accounting for the vast differences in home‐country groups in labor market outcomes. This study asks to what extent these source‐country characteristics affect immigrant children's educational outcomes. Using data from the 2006 Canadian Census and World Values Survey, this article examines the extent to which the gender gap in educational attainment among immigrant children is associated with source‐country factors. Female child immigrants who come from countries with high female labor force participation and high levels of GDP have an advantage over their male counterparts in university education. Source‐country gender role ideology played a role in university completion rates for immigrant parents, but not for child immigrants.

Disease and Gender Gaps in Human Capital Investment: Evidence from Niger’s 1986 Meningitis Epidemic.

This paper examines whether disease burdens, especially prevalent in the tropics, contribute significantly to widening gender gaps in educational attainment. We estimate the impact of sudden exposure to the 1986 meningitis epidemic in Niger on girls' education relative to boys. Our results suggest that increases in meningitis cases during epidemic years significantly reduce years of education disproportionately for primary school-aged going girls in areas with higher meningitis exposure. There is no significant effect for boys in the same cohort and no effects of meningitis exposure for non-epidemic years. Our findings have broader implications for climate-induced disease effects on social inequality.

Gender gaps in the effects of childhood family environment: Do they persist into adulthood?

We examine the differential effects of family disadvantage on the education and adult labor market outcomes of men and women using high-quality administrative data on the entire population of Denmark born between 1966 and 1995. We link parental education and family structure during childhood to male–female and brother–sister differences in adolescent outcomes, educational attainment, and adult earnings and employment. Our results are consistent with U.S. findings that boys benefit more from an advantageous family environment than do girls in terms of grade-school outcomes. Father’s education, which has not been examined in previous studies, is particularly important for sons. However, we find a very different pattern of parental influence on adult outcomes. Gender gaps in educational attainment, employment, and earnings are increasing in maternal education, benefiting daughters. Paternal education decreases the gender gaps in educational attainment (favoring sons) and labor market outcomes (favoring daughters). We conclude that differences in the behavior of school-aged boys and girls may be poor proxies for differences in skills that drive longer-term outcomes.

Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries

ABSTRACTNowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male–female educational attainment, both over time and across countries. This study examines individual and contextual factors that affect educational attainment of men and women for cohorts born between 1950 and 1982 across 33 countries. Possible explanations for differentiation over time and across countries relate to women’s labour market participation and an emancipatory normative climate, indicated by degree of religiosity. We employ multilevel models on data (N = 138,498) from 6 waves of the European Social Survey and the US General Social Survey (2002–2012) to test our hypotheses. Results show that a higher level of female labour market participation in early adolescence improves women’s performance in education, whereas high levels of religiosity during that phase negatively affect women’s educational attainment.

Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States.

Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and pro-social behaviors. Scholars have found that boys' early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: do these early behavioral differences predict boys' lower rates of high school graduation, college enrollment and graduation, and fewer years of schooling completed in adulthood? If so, through what pathways are they linked? I leverage a nationally representative sample of children born in the 1980s to women in their early-to-mid-20s and followed into adulthood. I use decomposition and path analytic tools to show that boys' higher average levels of behavior problems at age 4 to 5 years help explain the current gender gap in schooling by age 26 to 29, controlling for other observed early childhood factors. In addition, I find that early behavior problems predict outcomes more for boys than for girls. Early behavior problems matter for adult educational attainment because they tend to predict later behavior problems and lower achievement.

Gender gap matters in maternal mortality in low and lower-middle-income countries: A study of the global Gender Gap Index

ABSTRACTReducing maternal mortality has been a crucial part of the global development agenda. According to modernisation theory, the effect of gender equality on maternal health may differ depending on a country’s economic development status. We explored the correlation between the Global Gender Gap Index (GGI) provided by the World Economic Forum and the maternal mortality ratio (MMR) obtained from the World Development Indicators database of the World Bank. The relationships between each score in the GGI, including its four sub-indices (measuring gender gaps in economic participation, educational attainment, health and survival, and political empowerment), and the MMR were analysed. When the countries were stratified by gross national income per capita, the low and lower-middle-income countries had lower scores in the GGI, and lower scores in the economic participation, educational attainment, and political empowerment sub-indices than the high-income group. Among the four sub-indices, the educational attainment sub-index showed a significant inverse correlation with the MMR in low and lower-middle-income countries when controlling for the proportion of skilled birth attendance and public share of health expenditure. This finding suggests that strategic efforts to reduce the gender gap in educational attainment could lead to improvements in maternal health in low and lower-middle-income countries.

Long-Term Effect of International Trade on the Gender Wage and Educational Gaps

This paper uses cross-country data to examine the long-term effect of trade openness on the gender gaps in wages, education, political empowerment and health. Key findings are: trade openness since 1970 reduced the gender gaps in wages and educational attainment as of 2011 but did not influence the gaps in political attainment and health status. The effect of trade openness on the gender wage gap remained observable in later years (1980, 1990 and 2000), although it decreased in degree over time. On the other hand, the effect of trade openness on the gender gap in educational attainment disappeared in 2000. Similar results were obtained even after controlling for endogenous bias.

Changing Educational Effects of Sibship Sex Composition in Taiwan

In this study, we examine the educational effects of sibship sex composition using data from the 2002 and 2007 waves of the Taiwan Social Change Survey (N = 11,608). The results show that men with older siblings, especially older sisters, have higher educational attainment, while women with younger siblings have lower educational attainment. Moreover, the positive effect of having an additional older sibling on educational attainment is only present among older cohorts and larger families, but not younger cohorts or smaller families. These results imply that parental son preference in educational investment among Taiwanese parents will likely disappear once social norms no longer support son preference, especially in the current low fertility context. Hence, we anticipate that the gender gap in educational attainment will continue to diminish.

Gender Gaps in the Effects of Childhood Family Environment: Do They Persist into Adulthood?

We examine the differential effects of family disadvantage on the education and adult labor market outcomes of men and women using high-quality administrative data on the entire population of Denmark born between 1966 and 1995. We link parental education and family structure during childhood to male-female and brother-sister differences in teenage outcomes, educational attainment, and adult earnings and employment. Our results are consistent with U.S. findings that boys benefit more from an advantageous family environment than do girls in terms of the behavior and grade-school outcomes. Father's education, which has not been examined in previous studies, is particularly important for sons. However, we find a very different pattern of parental influence on adult outcomes. The gender gaps in educational attainment, employment, and earnings are increasing in maternal education, benefiting daughters. Paternal education decreases the gender gaps in educational attainment (favoring sons) and labor market outcomes (favoring daughters). We conclude that differences in the behavior of school-aged boys and girls are a poor proxy for differences in skills that drive longer-term outcomes.

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone

In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.

Gender and Spatial Educational Attainment Gaps in Turkey

This paper aims to investigate differences and similarities between and among the seven regions as well as the developed and the less developed provinces in Turkey for their gender gaps in educational attainment of the labor force. The study uses analysis of variance techniques to test equality of means between the regions and the provinces for the census period 1970 to 2000. The purpose is to determine whether gender gaps narrowed or expanded. The statistical tests rejected equality of the means for the six census periods for the seven regions and for the provinces. Multiple comparison procedures showed that changes in the means needed about a decade to materialize.

Closing the Gender and Socio‐economic Gaps in Educational Attainment: a Need to Refocus

AbstractThis paper summarizes the evidence on trends in gender and socio‐economic gaps in educational attainment in different parts of the world, and in the discourse on these trends. There remains a significant emphasis given to gender gaps in spite of much evidence pointing towards the rapidly narrowing, and in many cases, reversal in gender gaps in educational attainment, versus evidence of widening socioeconomic gaps. The paper moves on to consider factors influencing these trends and some policy implications. Copyright © 2014 John Wiley & Sons, Ltd.

Water Quality, Brawn, and Education: The Rural Drinking Water Program in China

Although previous research has demonstrated the health benefits of water treatment programs, relatively little is known about the effect of water treatment on education. This paper examines the educational benefits to rural youth in China of a major drinking water treatment program started in the 1980s, perhaps the largest of such programs in the world. By employing a cross-sectional data set (constructed from a longitudinal data set covering two decades) with more than 4,700 individuals between 18 and 25 years old, the analysis finds that this health program has improved the individuals'education substantially, increasing the grades of education completed by 1.08 years. The qualitative results hold when the analysis controls for local educational policies and resources, village dummies, and distance of villages to schools, and by instrumenting the water treatment dummy with villages'topographic features, among others. Moreover, three findings render support to the brawn theory of gender division of labor: girls benefit much more from water treatment than boys in schooling attainment; youth with an older brother benefit more than youth with an older sister; and boys gain more body mass than girls do from having access to treated water. The program can account for the gender gap in educational attainment in rural China in the sample period. Young people that had access to treated plant water in early childhood (0-2 years of age) experienced significantly higher gains in education than those who were exposed to treated water after early childhood. The estimates suggest that this program is highly cost-effective.

Overwork and the Slow Convergence in the Gender Gap in Wages

Despite rapid changes in women’s educational attainment and continuous labor force experience, convergence in the gender gap in wages slowed in the 1990s and stalled in the 2000s. Using CPS data from 1979 to 2009, we show that convergence in the gender gap in hourly pay over these three decades was attenuated by the increasing prevalence of “overwork” (defined as working 50 or more hours per week) and the rising hourly wage returns to overwork. Because a greater proportion of men engage in overwork, these changes raised men’s wages relative to women’s and exacerbated the gender wage gap by an estimated 10 percent of the total wage gap. This overwork effect was sufficiently large to offset the wage-equalizing effects of the narrowing gender gap in educational attainment and other forms of human capital. The overwork effect on trends in the gender gap in wages was most pronounced in professional and managerial occupations, where long work hours are especially common and the norm of overwork is deeply embedded in organizational practices and occupational cultures. These results illustrate how new ways of organizing work can perpetuate old forms of gender inequality.

Pathways to Science and Engineering Bachelor's Degrees for Men and Women.

Despite the striking reversal of the gender gap in educational attainment and the near–gender parity in math performance, women pursue science and engineering (S/E) degrees at much lower rates than their male peers do. Current efforts to increase the number of women in these fields focus on different life-course periods but lack a clear understanding of the importance of these periods and how orientations toward S/E fields develop over time. In this article, we examine the gendered pathways to a S/E bachelor’s degree from middle school to high school and college based on a representative sample from the 1973 to 1974 birth cohort. Using a counterfactual decomposition analysis, we determine the relative importance of these different life-course periods and thereby inform the direction of future research and policy. Our findings confirm previous research that highlights the importance of early encouragement for gender differences in S/E degrees, but our findings also attest to the high school years as a decisive period for the gender gap, while challenging the focus on college in research and policy. Indeed, if female high school seniors had the same orientation toward and preparation for S/E fields as their male peers, the gender gap in S/E degrees would be closed by as much as 82 percent.

Measuring Advances in Equality of Opportunity: The Changing Gender Gap in Educational Attainment in Canada in the Last Half Century

The notion of Equality of Opportunity (EO) has pervaded much of economic and social justice policy over the last half century in conveying a sense of liberation from the circumstances that constrain an individual’s ability to achieve it, and it has been a cornerstone of many gender equality programs. However unequivocal pursuit of the so called “Luck Egalitarianism” imperative has met with many critics who question why individuals who are blessed with good circumstances would wish to be “liberated” from them. This has led to a more qualified pursuit of Equal Opportunity which adds an additional proviso—that no circumstance group should be made worse off by such a policy or decentralized private initiative. Indeed observed practices, by focusing on the opportunities of the poorly endowed in circumstance, do accord with such a qualified Equal Opportunity mandate. Here it is contended that, because of the asymmetric nature of such a policy or initiative, existing empirical techniques will not fully capture the progress made toward an EO goal. Hence a new technique is introduced and employed in examining progress toward such a Qualified Equal Opportunity (QEO) Objective in the context of the educational attainments of Canadian males and females born between the 1920s and the 1970s (In the early part of that century, females did not perform as well as males educationally, and were much more constrained by their parental educational circumstance). A QEO goal is generally found to cohere with the data with females becoming less attached to their parental educational circumstance, and indeed surpassing males in their educational attainments.