Gender Gaps in Primary Schooling in India

印度小学教育中的性别差距

• 批准号: 7472037
• 负责人: KATHRYN M YOUNT
• 金额: $ 7.73万
• 依托单位: EMORY UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-15 至 2010-08-14
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7472037
• 关键词: 14 year old; Achievement; Adult; Africa; African; Age; Asia; Castes; Child; Child Care; Communities; Country; Data; Data Sources; Development; Economics; Education; Environment; Family; Family Characteristics; Family health status; Fathers; Fertility; Gender; Goals; Head; Health; Health Surveys; High Prevalence; Household; Human Resources; India; Individual; Institution; Intake; Intercept; Intervention; Interview; Life; Link; Living Standards; Maintenance; Marketing; Marriage; Measures; Methods; Modeling; Mothers; Muslim population group; Outcome; Policies; Population; Poverty; Primary Schools; Productivity; Rate; Relative (related person); Religion; Religion and Spirituality; Reporting; Research; Resources; Role; Sampling; Schedule; School-Age Population; Schools; Services; Societies; South Africa; South Asian; Spouses; Stress; Surveys; Testing; Tribes; Wages; Woman; Work; boys; comparative; falls; girls; high school; improved; insight; nutrition; parity; socioeconomics

DESCRIPTION (provided by applicant): BACKGROUND: Approximately 130 million children in poor settings lack primary schooling, and nearly two thirds of these children are girls. Some of the largest gender gaps in primary schooling persist in South Asia. OBJECTIVES: This project will assess net associations of non-family institutions, family characteristics, and relative parental resources with primary-school achievements among age-eligible girls and boys in India. India's socioeconomic diversity, more than 1 billion inhabitants, and high percentages of girls without primary schooling make it an ideal setting in which to conduct this research. DATA: The sample for this analysis includes 87,301 children 6-14 y who are matched to married mothers' 15-49 y who took part in the Second National Family Health Survey of India (NFHS-2). This national survey has data on school entry, attendance, and attainment; reasons for non-entry or non-attendance; household assets, religion, and caste; and maternal and paternal human resources. Children in the sample will be matched to district and state-level measures that best approximate the environment around the age at which they were eligible to enter school. METHOD: Analyses will be conducted for 6-10 and 11-14 year-old children separately. We first will fit multivariate, state fixed-effects, population average (PA) models suitable for binary, nominal, ordinal, and continuous outcomes to assess the net associations of individual, family, district, and state-level attributes on measures of ever entry, current attendance, progression, and attainment. We will test whether children's family and community attributes alter estimated gender gaps in schooling. To interpret the findings, we will estimate multivariate, state fixed effects models for the probably of reporting specific reasons for children's non-entry and/or non- attendance of primary school. Multilevel (unit-specific) models that are suitable for continuous, ordinal, and binary outcomes and that include random intercepts and coefficients for child's gender also will be estimated. SIGNIFICANCE: Primary schooling has major effects on the wellbeing of individuals, their families, and societies. Yet, deficits in primary schooling among girls persist in many settings. Findings from this analysis will provide critical insights about the family and community variables that may be the focus of new policies and interventions to achieve the Millenium Development goals of gender parity and universal primary schooling. The project also will inform on-going related research and planned proposals for comparative research in South Asian and African settings, where gender gaps in schooling remain especially large.

描述（由申请人提供）：背景：大约有1.3亿儿童缺乏小学教育，其中近三分之二是女孩。在南亚，小学中最大的性别差距仍然存在。目标：该项目将评估非家庭机构的净协会，家庭特征和相对父母的资源，并在印度符合年龄符合年龄的男孩和男孩之间取得了学科成就。印度的社会经济多样性，超过10亿居民，没有初等教育的女孩比例很高，使其成为进行这项研究的理想环境。数据：此分析的样本包括与已婚母亲的15-49 Y相匹配的87,301名儿童，他们参加了第二项印度国家家庭健康调查（NFHS-2）。这项全国调查有有关学校入学，出勤和成就的数据；非入学或不助学的原因；家庭资产，宗教和种姓；以及母亲和父亲资源。样本中的儿童将与地区和州级措施相匹配，这些措施最能使他们有资格进入学校的年龄范围内近似环境。方法：分别对6-10岁和11-14岁儿童进行分析。我们首先将适合多元，州固定效应，人口平均（PA）模型，适合于二进制，名义，序数和连续结果，以评估有关个人，家庭，地区和州级属性的净关联，以涉及到期，当前出勤率，进步，进度和实现。我们将测试儿童家庭和社区属性是否会改变学校教育中估计的性别差距。为了解释这些发现，我们将估算多元，状态固定效应模型的模型，可能是为了报告儿童非入学和/或不上小学的特定原因。适用于连续，序数和二进制结果的多级（单位特异性）模型，包括随机截距和儿童性别系数。意义：小学对个人，家庭和社会的福祉有重大影响。然而，在许多情况下，女孩之间的小学缺陷持续存在。该分析的发现将提供有关家庭和社区变量的关键见解，这可能是实现性别平等和普遍小学教育的千年发展目标的新政策和干预措施的重点。该项目还将为正在进行的相关研究和计划在南亚和非洲环境中进行比较研究的计划提供信息，在这些研究中，教育中的性别差距仍然很大。