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Gender Education Gaps among Indigenous and Non‐Indigenous Groups in Bolivia
Author(s) -
Reimão Maira Emy,
Taş Emcet O.
Publication year - 2017
Publication title -
development and change
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.267
H-Index - 93
eISSN - 1467-7660
pISSN - 0012-155X
DOI - 10.1111/dech.12292
Subject(s) - indigenous , disadvantage , census , literacy , educational attainment , gender gap , population , geography , sociology , demography , socioeconomics , gender studies , political science , demographic economics , economics , law , biology , ecology , pedagogy
ABSTRACT 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.