Gender Education Gaps Among Indigenous and Nonindigenous Groups in Bolivia

35 Pages Posted: 20 Apr 2016

See all articles by Maira Reimão

Maira Reimão

University of California, Davis

Emcet O. Taş

World Bank

Date Written: August 10, 2015

Abstract

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.

Keywords: Social Development & Poverty, Educational Sciences

Suggested Citation

Reimao, Maira and Tas, Emcet Oktay, Gender Education Gaps Among Indigenous and Nonindigenous Groups in Bolivia (August 10, 2015). World Bank Policy Research Working Paper No. 7387, Available at SSRN: https://ssrn.com/abstract=2642069

Maira Reimao (Contact Author)

University of California, Davis ( email )

One Shields Avenue
Apt 153
Davis, CA 95616
United States

Emcet Oktay Tas

World Bank ( email )

1818 H Street, NW
Washington, DC 20433
United States

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