This study examines transitions in schooling, sexual activity, and pregnancy for adolescents and young adults in urban South Africa. The study analyzes data from the Cape Area Panel Study (CAPS), a recently collected longitudinal survey of young adults and their families in metropolitan Cape Town. South African youth have high school enrollment rates through their teenage years, combined with relatively early sexual initiation, with most young people becoming sexually active while they are enrolled in school. Teen pregnancy rates are also relatively high, with almost all teen pregnancies being non-marital. We find that teen pregnancy is not entirely inconsistent with continued schooling, especially for African (black) women. Over 50% of African women who had a pregnancy at age 16 or 17 were enrolled in school the following year. We estimate probit regressions to identify the impact of individual and household characteristics on sexual debut, pregnancy, and school dropout between 2002 and 2005. We find that male and female students who performed better on a literacy and numeracy exam administered in 2002 were less likely to become sexually active and less likely to drop out of school by 2005. Surprisingly, 14-16 year-olds who had completed more grades in school in 2002, conditional on their age, were more likely to sexually debut by 2005, a potential indicator of peer effects resulting from the wide dispersion in age-for-grade in South African schools.

Despite overwhelming improvements in educational levels and opportunity during the past three decades, educational disadvantages associated with race still persist in Brazil. Using the nationally representative Pesquisa Nacional de Amostra por Domicílio (PNAD) data from 1982 and 1987 to 2007, this study investigates educational inequalities between white, pardo (mixed-race), and black Brazilians over the 25-year period. Although the educational advantage of whites persisted during this period, I find that the significance of race as it relates to education changed. By 2007, those identified as blacks and pardos became more similar in their schooling levels, whereas in the past, blacks had greater disadvantages. I test two possible explanations for this shift: structural changes and shifts in racial classification. I find evidence for both. I discuss the findings in light of the recent race-based affirmative action policies being implemented in Brazilian universities.

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In late 2015, the Brazilian Ministry of Health and the Pan American Health Organization classified the increase in congenital malformations associated with the Zika virus (ZIKV) as a public health emergency. The risk of ZIKV-related congenital syndrome poses a threat to reproductive outcomes that could result in declining numbers of live births and potentially fertility. Using monthly microdata on live births from the Brazilian Information System on Live Births (SINASC), this study examines live births and fertility trends amid the ZIKV epidemic in Brazil. Findings suggest a decline in live births that is stratified across educational and geographic lines, beginning approximately nine months after the link between ZIKV and microcephaly was publicly announced. Although declines in total fertility rates were small, fertility trends estimated by age and maternal education suggest important differences in how Zika might have impacted Brazil’s fertility structure. Further findings confirm the significant declines in live births in mid-2016 even when characteristics of the municipality are controlled for; these results highlight important nuances in the timing and magnitude of the decline. Combined, our findings illustrate the value of understanding how the risk of a health threat directed at fetuses has led to declines in live births and fertility.

Young South African fathers are often engaged in their children’s lives even if they do not live together. Using longitudinal data on children (n = 1,209) from the Cape Town area, the authors show that although only 26% of young fathers live with their children, 66% of nonresidential fathers maintain regular contact, and 61% provide financial support. The father–child relationship, however, is embedded in broader family ties. The type of father–mother relationship is strongly associated with whether fathers coreside with their children, but not with fathers’ contact with nonresidential children. Close mother and maternal grandmother bonds reduce the likelihood that fathers live with their children, whereas close ties between fathers and paternal grandmothers increase the chance that fathers visit nonresidential children. Family ties do not affect fathers’ financial contributions, which are driven by men’s current economic situation. These findings illustrate that father–child relationships are best understood in the context of interacting family systems.

Researchers have long been interested in the influence of family size on children’s educational outcomes. Simply put, theories have suggested that resources are diluted within families that have more children. Although the empirical literature on developed countries has generally confirmed the theoretical prediction that family size is negatively related to children’s education, studies focusing on developing societies have reported heterogeneity in this association. Recent studies addressing the endogeneity between family size and children’s education have also cast doubt on the homogeneity of the negative role of family size on children’s education. The goal of this study is to examine the causal effect of family size on children’s education in Brazil over a 30-year period marked by important social and demographic change, and across extremely different regions within the country. We implement a twin birth instrumental variable approach to the nationally representative 1977–2009 PNAD data. Our results suggest an effect of family size on education that is not uniform throughout a period of significant social, economic, and demographic change. Rather, the causal effect of family size on adolescents’ schooling resembles a gradient that ranges from positive to no effect, trending to negative.

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The goal of this paper is to examine recent trends in educational stratification for Latin American adolescents growing up in three distinct periods: the 1980s, during severe recession; the 1990s, a period of structural adjustments imposed by international organizations; and the late 2000s, when most countries in the region experienced positive and stable growth. In addition to school enrollment and educational transitions, we examine the quality of education through enrollment in private schools, an important aspect of inequality in education that most studies have neglected. We use nationally representative household survey data for the 1980s, 1990s and 2000s in Brazil, Chile, Mexico and Uruguay. Our overall findings confirm the importance of macroeconomic conditions for inequalities in educational opportunity, suggesting important benefits brought up by the favorable conditions of the 2000s. However, our findings also call attention to increasing disadvantages associated with the quality of the education adolescents receive, suggesting the significance of the EMI framework—Effectively Maintained Inequality—and highlighting the value of examining the quality in addition to the quantity of education in order to fully understand educational stratification in the Latin American context.