Gender Education Gaps among Indigenous and Non-Indigenous Groups in Bolivia

Datos Bibliográficos

ID4973223
AutoresMaira Emy Reimão (0000-0001-7143-9668), Emcet Oktay Tas
Año2017
Volumen48
Número2
Páginas228-262
Fecha de publicación2017-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDevelopment and Change (JOURNAL)
Identificadores de la revistaISSN: 0012-155X • E-ISSN: 1467-7660
EditorialWiley (PUBLISHER • GB)
DOI10.1111/dech.12292
OpenAlexW2098392624
IdiomaEN
Citas recibidas9
Referencias citadas51

This article studies gender education gaps among indigenous and non-indigenous groups in Bolivia. Using the National Census of Population and Housing 2012 and an estimation method analogous to difference-in-differences, the study 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. While gender education gaps have become narrower across generations, there remain significant differences within indigenous groups. The Aymara have the largest gender gap in all outcomes, despite having high overall attainment rates and mostly residing in urban centres with greater physical access to schools. The Quechua have relatively smaller gender gaps, but these are accompanied by lower attainment levels. The article discusses the possible sources of these differentials and highlights the importance of taking gender dynamics within each indigenous group into greater consideration

Census · Demographic economics · Disadvantage · Educational attainment · Gender gap · Geography · Indigenous · Literacy · Political science · Population · Socioeconomics · Sociology · Demography · Gender Studies · Gender, Labor, and Family Dynamics · Intergenerational and Educational Inequality Studies · Poverty, Education, and Child Welfare