Floods and Children’s Education in Rural India

Bibliographic Data

ID13102995
AuthorsNazar Khalid (0009-0008-7911-9608, University of Pennsylvania, corresponding author), Jere R Behrman (0000-0001-7835-6283, University of Pennsylvania), Emily Hannum (0000-0003-2011-9984, Stanley Foundation), Amrit Thapa (0000-0002-5469-6969, Education Development Center)
Year2024
Volume10
Issue1
Pages230-254
Publication date2024-01-01
Open AccessYes
TypeARTICLE
VenueRSF The Russell Sage Foundation Journal of the Social Sciences (JOURNAL)
Journal identifiersISSN: 2377-8253 • E-ISSN: 2377-8261
PublisherRussell Sage Foundation (PUBLISHER • US)
DOI10.7758/rsf.2024.10.1.10
OpenAlexW4401510495
LanguageEN
Citations received4

Floods cause extensive damage in high-income countries, including the United States, but problems are more severe in low- and middle-income countries (LMICs) that lack preventative and mitigating infrastructure. Marginalized children’s education in LMICs might be particularly vulnerable. Using the Indian Human Development Survey, we investigate flood exposure implications for the education of school-age rural children, paying particular attention to children from marginalized groups. Results show that lower-caste Hindu, Muslim, and poorer children with less-educated parents in agricultural households are more likely to experience flooding. Interactions between flooding and marginalization characteristics indicate that flood exposure is associated with disproportionately negative learning outcomes for girls and that economic resources may mitigate flood exposure effects on delayed school progress. While greater exposures for marginalized groups are concerning, the limited number and modest magnitudes of documented negative effect heterogeneities for marginalized children are somewhat better news

Political science · Socioeconomics · Sociology · Flood Risk Assessment and Management

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