EDUCATIONAL INEQUALITY AND ITS DETERMINANTS: EVIDENCE FOR WOMEN IN NINE LATIN AMERICAN COUNTRIES, 1950s-1990s

Abstract

This paper examines educational inequality in nine Latin American countries at the sub-country level from the 1950s to the 1990s. Educational inequality is measured by the difference in schooling years between the taller and the shorter half of the female population. Schooling years significantly increased across birth cohorts, especially before the 1980s, regardless of socio-economic stratum, region or country. However, educational inequality persisted. This finding reflects the achievement of the import substitution industrialisation era in educational development and its failure in mitigating the unequal distribution of education rooted in Latin America's social structure. Trade liberalisation and educational expansion are found to reduce educational inequality in capital and urban regions, whereas democracy and tax reform increased it. By contrast, educational inequality in rural regions was hardly influenced by policy changes. This finding urges future explorations into whether the persistence of educational inequality in rural regions is due to endemic social structure.

Measuring the Inequality in Education: Educational Kuznets Curve

“…These results do not confirm the previous research that poverty contributed to the reduction in educational inequality (Adiningtyas & Budyanra 2019;Ahmad & Triani 2018;Mesa 2007;Todaro & Smith 2015), but they are in line with (Latuconsina et al 2020) which indicated time 13 inequality will initially increase, and, once it reaches the peak, then it begins to decline in the last phase of education expansion. However, we confirmed the previous researchers who also found no evidence that the educational Kuznets curve exists in 5 Latin American countries (Teng 2019).…”

“…The education level of the 10-year-old of the population who have completed primary or not attending school and university graduates in 2016 in Pandeglang Regency is 73.2% and 4.56%, those in Lebak Regency were 72.21% and 3.12% respectively, while those in Tangerang Municipality was 30.18% and 13.63%, all of which indicating the unequal condition. These results confirm the previous research that per capita income raises appear to increase educational disparity over time (Lee & Lee 2018;Naveed et al 2018;Teng 2019), but do not correspond to research (Mesa 2007 andHamzah 2017) who found otherwise. There are several reasons for school-age children to complete school at higher levels, one of the reasons for economic reasons is to work and have an income (BPS 2014;Nurmaidah & Gautama 2020).…”

Measuring the Inequality in Education: Educational Kuznets Curve

“…In other words, when the mean years of schooling increases, educational inequality will initially increase, and, once it reaches the peak, then it begins to decline in the last phase of education expansion. However, we confirmed the previous researchers who also found no evidence that the educational Kuznets curve exists in 5 Latin American countries (Teng 2019).…”

Education and Peacebuilding: Analysis Based on Theory and Big Data

“…People in some areas are more likely to access better education than others. This can be a result of gender, income [7], region [8], ethnics and so on. In this case, education can't lessen social inequality and conflicts but tense them and create more contradictions and disputes.…”