Born with a Silver Spoon: Inequality in Educational Achievement across the World

Balcázar, Carlos Felipe; Narayan, Ambar; Tiwari, Sailesh

doi:10.1596/1813-9450-7152

Cited by 8 publications

(10 citation statements)

References 27 publications

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“…Huang and Liang (2016) find that an increase of one level of parental education increased students' performance in TIMSS by 2.7 points on average for the 32 countries included in the study. 3 In a cross-country analysis based on the PISA results 4 , Balcázar, Narayan and Tiwari (2015) show that SES is the most important factor determining inequality in opportunity, hence the creation of a new term: the 'silver spoon' phenomenon in which a disadvantaged background significantly reduces the chances of succeeding in life.…”

Section: Family Contextmentioning

confidence: 99%

“…rather than by factors that are in individuals' control, such as the time dedicated to learning, the motivation to learn etc. (Balcázar, Narayan and Tiwari, 2015). Indeed, many studies find a strong link between family income (or poverty) and school performance (Pong and Hao, 2007; The ineffectiveness of CCTs presents the main motivation behind this particular study.…”

Section: Introductionmentioning

confidence: 96%

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2017

CES

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The aim of the study is to examine the factors that affect educational achievements of children from low-income households in Macedonia. In addition, we compare the two distinctive social programs that provide assistance for children from poor households in the country. Our empirical strategy is based on the education production function, which is estimated using the ordinary least squares (OLS) and ordered probit approach. We regress an indicator for educational achievement on three groups of factors: i) individual characteristics; ii) household characteristics; and iii) school-related characteristics/variables.The findings suggest that all three sets of factors are significantly related with the school performance of young individuals. Individual-and family-related factors are more important than the school climate, although this finding may be related to the availability (and hence, the choice) of the school-related variables. Nikica Mojsoska BlazevskiGender, father's education, and ethnicity were found to be significantly related to the educational achievement of students. Among the family factors, we find that the number of rooms at home and household consumption are positively related to school performance. On the other hand, household size, conditional cash transfers (CCTs) acceptance and the measures of parental involvement are negatively related to achievement. We find that only one measure of school context, the average grade in school, is significant.

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Section: Family Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

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2017

CES

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“…Nonetheless, there is an intergenerational effect in this relation. Parents' incomes influence education and, in turn, their children's incomes (Balcazar, Narayan, Tiwari 2015, see also Baizan and Camps 2007 for the influence of father's income and mother's education levels on their children's education in 20 th -century Spain). On the other hand, the educational supply and amount of education an individual can afford will depend on the social and ethnic group they belong to.…”

Section: Introductionmentioning

confidence: 99%

“…They are subject to constraints such as income level, parental income, urban or rural residence, and gender (Balcazar, Narayan, Tiwari 2015). They also depend on legislative and judicial influences that may or may not foster the enforcement of education, such as government spending at different levels (state, local, federal), what amount is compulsory and for how many years, and subsidies for potential students (Engerman and Sokoloff 2012;Engerman and Camps 2016;Balcazar, Narayan, Tiwari 2015). Last but not least, education is also influenced by suffrage, and the number of overseas migrants (Alvaredo, Gasparini 2015).…”

Section: Introductionmentioning

confidence: 99%

The Economic Geography of Human Capital in Twentieth-Century Latin America

Camps¹,

Engerman²

2016

IJFR

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In this paper we present results for educational achievement in the different economic regions of Latin America (Big countries: Mexico and Brazil; Southern Cone; Andean countries; Central America; and others) during the twentieth century. The variables we use to measure education are average years of education, literacy, average years in primary school, average years in secondary school, and average years in university. To attain a broader perspective on the relationship of education with human capital and with welfare and wellbeing we relate the educational measures to life expectancy and other human capital variables and GDP per capita. We then use regressions to examine the impact of race and ethnicity on education, and of education on economic growth and levels of GDP per capita.The most significant results we wish to emphasize are related to the importance of race and racial fractionalization in explaining regional differences in educational achievement. Southern Cone countries, with a higher density of white population, present the highest levels of education in average terms, while countries from Central America and Brazil, with a higher proportion of Indigenous Americans and/or blacks, have the lowest levels. In most countries the major improvements in educational achievement are: the expansion of primary education during the first half of the twentieth century, and the expansion of secondary education after 1950. In all cases, average years in university are low, despite improvements in university quality during the last decades of the century when professors exiled during dictatorships returned to their countries of origin.International comparisons (continental averages for years of education weighted by country population size) place twentieth-century Latin America in an intermediate position between the USA and Europe at the top, and countries from Asia and Africa at the bottom.

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“…We must also consider that how much education individuals receive does not strictly depend only on personal choice, at least in developing countries. They are subject to constraints such as income level, parental income, urban or rural residence, and gender (Balcazar, Narayan, Tiwari, 2015). They also depend on legislative and judicial influences that may or may not foster the enforcement of education, such as government spending at different levels (state, local, federal), what amount is compulsory and for how many years, and subsidies for potential students (Engerman and Sokoloff, 2012;Engerman and Camps, 2016;Balcazar, Narayan, Tiwari, 2015).…”

mentioning

confidence: 99%

The Economic Geography of Human Capital in Twentieth-Century Latin America in an International Comparative Perspective

Camps-Cura

2019

Changes in Population, Inequality and Human Capital Formation in the Americas in the Nineteenth and Twentieth Centuries

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In this paper we present results for educational achievement in the different economic regions of Latin America (Big countries: Mexico and Brazil; Southern Cone; Andean countries; Central America; and others) during the twentieth century. The variables we use to measure education are average years of education, literacy, average years in primary school, average years in secondary school, and average years in university. To attain a broader perspective on the relationship of education with human capital and with welfare and wellbeing we relate the educational measures to life expectancy and other human capital variables and GDP per capita. We then use regressions to examine the impact of race and ethnicity on education, and of education on economic growth and levels of GDP per capita. The most significant results we wish to emphasize are related to the importance of race and racial fractionalization in explaining regional differences in educational achievement. Southern Cone countries, with a higher density of white population, present the highest levels of education in average terms, while countries from Central America and Brazil, with a higher proportion of Indigenous Americans and/or blacks, have the lowest levels. In most countries the major improvements in educational achievement are: the expansion of primary education during the first half of the twentieth century, and the expansion of secondary education after 1950. In all cases, average years in university are low, despite improvements in university quality during the last decades of the century when professors exiled during dictatorships returned to their countries of origin. International comparisons (continental averages for years of education weighted by country population size) place twentieth-century Latin America in an intermediate position between the USA and Europe at the top, and countries from Asia and Africa at the bottom.

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Born with a Silver Spoon: Inequality in Educational Achievement across the World

Cited by 8 publications

References 27 publications

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The Economic Geography of Human Capital in Twentieth-Century Latin America

The Economic Geography of Human Capital in Twentieth-Century Latin America in an International Comparative Perspective

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