Gender Education Gaps among Indigenous and Non‐Indigenous Groups in Bolivia

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.

Effectiveness of Gender Education in Ukraine as the Implementation of the Principle of Gender Parity

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Variety of indigenous peoples’ opinions of large infrastructure projects: The TIPNIS road in the Bolivian Amazon

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‘Living Well’ as a Path to Social, Ecological and Economic Sustainability

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