Exposición al conflicto armado y logro académico en Colombia

Meneses, Sandra Milena Munevar; Árias, Adriana Carolina Silva; Espinel, Jaime Andrés Sarmiento

doi:10.13043/dys.83.1

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…The negative effect of the Colombian armed conflict on education attainment is well documented in the literature (e.g., Fergusson et al, 2019;Rodriguez & Sanchez, 2012;Wharton & Uwaifo Oyelere, 2011); however, evidence about its negative effect on educational achievement is still inconclusive. Some studies have documented the negative effect of the conflict on test scores using instrumental variables (G omez Soler, 2016;Munevar-Meneses et al, 2019), while others have documented average test score improvements in the most violent areas of the F I G U R E 2 Map of FARC Municipalities before the Peace Agreement. Note: Map taken from Foundation Peace and Reconciliation (PARES, 2015) country using the same methodology (Vargas et al, 2014).…”

Section: Methodological Considerations About Existing Evidencementioning

confidence: 99%

Heterogeneous effects of violence on student achievement: Evidence from Colombia

Grueso

2023

J of Intl Development

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In this paper, I study the causal relationship between violence and human capital accumulation. Due to a power vacuum left in conflict zones of Colombia after the 2016 peace agreement, large spikes in violence were reported in the municipalities of the country dominated by the rebel group FARC. I compare student test scores in municipalities that experienced the increase in violence to the ones that did not, before and after the national peace agreement. I find that a 10% increase in the homicide rate reduces average high school test scores by approximately 0.03 standard deviations. However, this impact is greater in the case of poor students who suffered a reduction of about 0.1 standard deviations per subject area, equivalent to 3.3 percentage points out of the final score. I also consider heterogeneity by gender finding a slightly larger negative impact on female students. This disparate effect on women and on the poorest students adds new evidence to the literature on the effects of armed conflict on learning outcomes.

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Section: Methodological Considerations About Existing Evidencementioning

confidence: 99%

Heterogeneous effects of violence on student achievement: Evidence from Colombia

Grueso

2023

J of Intl Development

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“…Also, the discrimination that boys and girls have been suffering in school for being a member of an internally displaced household can be so pervasive as to limit their academic attainment (Bertoni et al, 2019;Mooney & French, 2005). Boys and girls from IDP households are repeatedly absent from school, more than other children (Ibáñez, 2006;Munevar et al, 2019). They often miss school because their labor is needed at home or to generate income for households' economic survival (Ibáñez & Querubín, 2004).…”

Section: Introductionmentioning

confidence: 99%

Gender Inequalities in Academic Achievement among Internally Displaced children in Colombia

Árias

Espinel

González-Cogollos

2020

Rev.latinoam.cienc.soc.niñez juv

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Using 2015 data of the Colombia Demographic and Health Survey, we investigated the incidence of belonging to a household with an Internally Displaced Person (IDP) on the likelihood of grade retention by sex. Particularly, a bivariate logistic regression was used to identify the correlation between families with IDP and children’s gender on the probability of repeating a school year. Boys’ were negatively affected when they live in an IDP household. Also, boys had a higher likelihood of repeating a grade. We need to know how to act upon the social determinants that create social gaps and disadvantages across IDP, but also, to align with Sustainable Development Goals to eliminate gender inequalities.

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Armed conflict and academic performance. A spatial approach for Colombia

Ariza

Saldarriaga

2023

Crime Law Soc Change

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This paper studies the incidence of the Colombian armed conflict on the academic performance of secondary students at the municipal level for the years 2003 and 2017. By using a General Nesting Spatial model, results suggest the conflict negatively affects academic performance. In 2003, a period of high conflict intensity, terrorist population attacks showed both direct and indirect negative effects on the test scores. In 2017, a period of low intensity, only direct negative effects were reported for the variables of forced displaced people, homicides, and victims of threat.

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Exposición al conflicto armado y logro académico en Colombia

Cited by 4 publications

References 33 publications

Heterogeneous effects of violence on student achievement: Evidence from Colombia

Heterogeneous effects of violence on student achievement: Evidence from Colombia

Gender Inequalities in Academic Achievement among Internally Displaced children in Colombia

Armed conflict and academic performance. A spatial approach for Colombia

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