How far the apple falls from the tree: Intergenerational transmission of educational attainment in Indonesia

Raza, Syed Hassan; Aytun, Uğur

doi:10.1016/j.ijedudev.2021.102348

Cited by 5 publications

(5 citation statements)

References 10 publications

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“…The study also found that girls born to later-born mothers have less educational attainment than girls born to firstborn mothers (Havari & Savegnago, 2022). Though (Raza & Aytun, 2021) found non-convergence in the transmission of educational attainment from fathers to sons-the correlation between least-educated fathers and their sons was declining while for most-educated fathers and their sons increased. Sixth, there is the proposition that birth order effect on educational outcomes might be different from developed and developing countries (Moshoeshoe, 2019).…”

Section: Empirical Studiesmentioning

confidence: 76%

Firstborns Versus Later-borns: Same Resources, Different Outcomes. An Extension of Resources Dilution Theory

Lwiza,

Jaah,

Sharma

2023

Preprint

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Resources Dilution theory predicts a trade-off between the quantity and quality of children in the household. According to the theory, eldest kids would achieve higher educational outcomes than later-born siblings because of more resources allocated to them. This paper attempted to examine whether the theory holds even when household resources are equally distributed to both siblings. By using the dataset of the Young Lives School Survey in Ethiopia conducted respectively in 2012/13 and 2016/17, we found that, while firstborns were shown to be 3% more efficient, second and third-borns were significantly 1% more efficient than later-born siblings. We suggest that even if household resources are evenly distributed, elder kids would attain higher educational outcomes than later-born children. This study underlines the importance of birth order on opportunities and inequalities among siblings, which may guide policymakers on designing appropriate maternity leave, school funding, and human capital improvement policies that would support later-borns.

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Section: Empirical Studiesmentioning

confidence: 76%

Firstborns Versus Later-borns: Same Resources, Different Outcomes. An Extension of Resources Dilution Theory

Lwiza,

Jaah,

Sharma

2023

Preprint

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“…So, more schooled parents usually have more schooled children. In the literature, this has been termed ‘inter-generational transmission of education’, and it has been well documented in empirical studies (Abuya et al, 2017; Boyle et al, 2006; Dong et al, 2019; Dong et al, 2020; Quamruzzaman et al, 2014; Raza & Aytun, 2021). Empirically, regressing the years of schooling completed by sons or daughters on the father’s or mother’s years of schooling gives a measure of inter-generational transmission (Andreou & Koutsampelas, 2015; Chevalier et al, 2013; Dong et al, 2019; Dong et al, 2020; Raychaudhuri et al, 2010; Raza & Aytun, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…In the literature, this has been termed ‘inter-generational transmission of education’, and it has been well documented in empirical studies (Abuya et al, 2017; Boyle et al, 2006; Dong et al, 2019; Dong et al, 2020; Quamruzzaman et al, 2014; Raza & Aytun, 2021). Empirically, regressing the years of schooling completed by sons or daughters on the father’s or mother’s years of schooling gives a measure of inter-generational transmission (Andreou & Koutsampelas, 2015; Chevalier et al, 2013; Dong et al, 2019; Dong et al, 2020; Raychaudhuri et al, 2010; Raza & Aytun, 2021). All these empirical studies basically argue that as parents’ education level increases, the supply of educational resources and schooling opportunities for children also increase, paving the way for upward social movement (Creighton & Park, 2010; Yang & Qiu, 2016).…”

Section: Introductionmentioning

confidence: 99%

Gender Heterogeneity and Inter-generational Transmission of Learning Ability in India

Tiwari

Paltasingh

Jena

et al. 2023

Journal of Development Policy and Practice

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This article examines the role of gender heterogeneity in inter-generational transmission of learning efficiency, a proxy for scholastic ability. We use primary survey data of 1000 elementary students collected from 125 public schools in Uttar Pradesh in 2019. Efficiency scores calculated from data envelopment analysis by considering students’ academic test scores in various courses are used as a proxy for learning ability. First, we find strong evidence of inter-generational transmission of schooling of father, mother, and average parents to their children. Second, the study finds that a mother’s educational attainment in children’s learning efficiency is relatively more significant than that of the father. In addition, we observe the gender heterogeneous effect of parents’ education on children’s learning efficiency, where transmission effects in the case of girls show improvement if parents’ level of education increases. As a policy implication, the study highlights the importance of girls’ education, which not only narrows the gender gap in education but also facilitates the inter-generational transmission of learning, benefitting the family and society.

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“…Education has crucial role on improving the wellbeing of an individual, society and country as a whole. As for individuals, educational attainment has a substantial impact on incomes by raising their earnings in the labour market which improves economic conditions (Raza et al, 2022;Raza & Aytun, 2021). This also has great effect on family and society's wellbeing, and consequently brings success to the country.…”

Section: Introductionmentioning

confidence: 99%

Firstborns Versus Later-borns: Same Resources, Different Outcomes. An Extension of Resources Dilution Theory

Lwiza,

Jaah,

Sharma

2023

Preprint

View full text Add to dashboard Cite

Resources Dilution theory predicts a trade-off between quantity and quality of children in the household. According to the theory, eldest kids would achieve higher educational outcomes than later-born siblings because of more resources allocated to them. In this paper, we attempted to examine whether the theory holds even when household resources are evenly distributed to both siblings. By using the dataset of the Young Lives School Survey in Ethiopia conducted respectively in 2012/13 and 2016/17, we found that, while firstborns shown to be 3% more efficient, second and third-borns were significantly 1% more efficient than later-born siblings. We suggest that even if household resources are evenly distributed, elder kids would attain higher educational outcome than later-born children. This study underlines the importance of birth order on opportunities and inequalities among siblings, which may guide policymakers on designing appropriate maternity leave, school funding, and human capital improvement policies that would support later-borns.

show abstract

How far the apple falls from the tree: Intergenerational transmission of educational attainment in Indonesia

Cited by 5 publications

References 10 publications

Firstborns Versus Later-borns: Same Resources, Different Outcomes. An Extension of Resources Dilution Theory

Firstborns Versus Later-borns: Same Resources, Different Outcomes. An Extension of Resources Dilution Theory

Gender Heterogeneity and Inter-generational Transmission of Learning Ability in India

Firstborns Versus Later-borns: Same Resources, Different Outcomes. An Extension of Resources Dilution Theory

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