Educational gender gap in sub-Saharan Africa: does estimation method matters? A comparison using a sample of opposite sex twins

Delprato, Marcos (2021) Educational gender gap in sub-Saharan Africa: does estimation method matters? A comparison using a sample of opposite sex twins. Compare: a journal of comparative and international education. ISSN 0305-7925 (Accepted)

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Abstract

This paper provides new evidence on gender gaps in education for sub-Saharan Africa (SSA) focusing on twin samples. Using data for 22-34 SSA countries (Demographic and Health Surveys) in 2002 and 2013 and 11 education indicators, I assess the extent of gender inequality against girls across the life course through indicators on access, completion and educational attainment. To carry out this analysis I use household fixed effects and twin fixed-effects approaches. In this way it is possible to control for variables that are the same within households or twins, yielding a better understanding of the association of gender with education outcomes. Results show that gender inequality is still a significant barrier in SSA, but its extent is somewhat over-estimated by monitoring platforms of SGD4 (especially for indicators at lower and upper secondary level). The analysis indicates that a major effort should be placed on investigating unobserved factors behind gender discrimination.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
SWORD Depositor: Mx Elements Account
Depositing User: Mx Elements Account
Date Deposited: 22 Apr 2021 07:26
Last Modified: 28 Apr 2021 09:25
URI: http://sro.sussex.ac.uk/id/eprint/98502

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