Educational mobility in developing countries

Torche, Florencia

doi:10.35188/unu-wider/2019/724-8

Cited by 33 publications

(31 citation statements)

References 112 publications

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“…This finding is consistent with a previous study where it is reported that literate parents are more likely to send their children to school in Bangladesh [47,48]. Moreover, in developing countries, children's educational attainment is more positively correlated with their parent's education [48,49]. Evidence also shows that the likelihood of a higher educated father will have a higher educated child is higher because higher educated fathers are financially rich and they make enormous efforts to confirm their children's academic success [50,51].…”

Section: Plos Onesupporting

confidence: 92%

“…considered to carry the name and family title of father and will assure parent's future [49]. In contrast, it is a general practice in rural households not to send their young daughters to schools for higher education as they believe females are born to specially run households [50].…”

Section: Plos Onementioning

confidence: 99%

“…The reasons behind that the economic status of a family, accessibility, and availability of educational institutes are better in urban areas compared to rural areas of Bangladesh. In rural areas, most of the households can afford to send at most two children to school and in such case sons receive preference due to their role as the future breadwinner for the family [49]. Social structure, as well as attitudes, may also play a key role to make this difference.…”

Section: Plos Onementioning

confidence: 99%

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Intergenerational educational mobility in Bangladesh

2021

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Introduction Social mobility is considered as an important indicator of the economic development of a country. However, it varies widely across geographical regions and social groups in developing countries like Bangladesh. This paper intends to evaluate the intergenerational mobility in Bangladesh across generations. Methods and materials This paper considers a nationally representative sample survey of 8,403 respondents (rural: 5,436 and urban: 2,967). The male and female respondents aged 23 years and above were included in the sample. The education attainment of a son or daughter as compared to their father’s education level was considered as the measure of intergenerational mobility. Transition probability matrix and different social mobility indices were used to find out the intergenerational education mobility in Bangladesh. Results The findings reveal that approximately three-fourth (74.5%) of the respondents attained formal education, while more than half (58.3%) of the respondents’ father was illiterate. The educational status of the respondents and their father who lived in urban areas was relatively better than who lived in rural areas. It is also observed that 91.2% and 81.6% of the intergenerational class movement was upward among sons and daughters respectively. The probability of a higher educated father will have a higher educated child is higher in urban areas than in rural areas of Bangladesh. The intergenerational mobility is higher in the primary, secondary, and higher secondary educational levels, though the illiterate and higher education levels are the least mobile classes. In addition, the limiting probabilities reveal that the chance of sending sons to schools by an illiterate father is less as compared to their daughters. Such difference is more obvious in the urban areas, i.e., it is highly likely that sons of the illiterate father are also illiterate. Conclusion Bangladesh has been progressing remarkably in recent years. To keep the pace of the ongoing economic development in the country, it is necessary to give more attention to the illiterate people especially the girls who live in rural areas. The authors anticipate that the findings will be helpful for the policymakers as the relationship between inequality and intergenerational mobility is vital for several aspects of the economic development of a country.

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Section: Plos Onesupporting

confidence: 92%

Section: Plos Onementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

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Intergenerational educational mobility in Bangladesh

2021

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“…The main attraction of Equations (3) and (4) for developing country settings is that information about intergenerational educational or occupational attainment can be discerned from easy to implement retrospective questions in nationally representative household surveys. This ensures fewer and less severe quality and methodological concerns than data on earnings (Blanden 2013;Emran et al 2017;Torche 2019). It is thus no coincidence that studies of intergenerational mobility in Latin America have relied extensively on retrospective survey questions (Torche 2014: 625).…”

Section: Origin-independence (Persistence) Measures Of Intergeneratiomentioning

confidence: 99%

Can ‘good’ social mobility news be ‘bad’ and vice versa? Measurement (and downward mobility) pitfalls

Iversen¹

2020

WIDER Working Paper

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Limited attention has been paid to how well social mobility measures debated and used to study industrial countries perform in analysis of low-income settings. Following brief, selective reviews of the axiomatic and econometric literatures, three mobility concepts illustrate how properties that appear innocuous in industrial country analysis become problematic when downward mobility includes descents into destitution. For origin-independence measures-the most widely used in research on developing countries to date-axiomatic propriety and cognizance of co-residency-induced and other more well-known sources of estimation bias are not enough. This paper adopts the term 'perverse fluidity' from sociology to define the estimate bias attributable to intergenerational poverty descents. Using simple experiments and data from India, poverty descents generate perverse fluidity biases in intergenerational regression and correlation coefficients of up to 50 per cent, suggesting that seemingly 'good' mobility news may be 'bad' and that mobility comparisons are more precarious than acknowledged so far.

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“…First, it adds to the literature about intergenerational mobility in general (see Black & Devereux, 2011, for a suvey) but specifically to the literature focusing on the geography of socioeconomic mobility that recently received more attention in part because of the work of Chetty et al (2014), which shows important variation across commuting zones in the US. Furthermore, it adds to the recent wave of research that looks at intergenerational mobility in education (see Torche, 2019, for a survey). This set of papers include on one hand those that use household survey data.…”

Section: Introductionmentioning

confidence: 99%

The Geography of Intergenerational Mobility in Latin America and the Caribbean

Muñoz

2021

SSRN Journal

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In this paper, I estimate intergenerational mobility (IGM) in education using crosssectional data from 91 censuses that span 24 countries in Latin America and the Caribbean (LAC) over half a century. I measure upward mobility as the likelihood of obtaining at least a primary education for individuals whose parents did not finish primary school, whereas downward mobility as the likelihood of failing to complete primary education for individuals whose parents completed at least primary school. In addition, I explore the geography of educational IGM using nearly 400 "provinces" (coarse administrative units similar to states in the U.S.) and more than 6,000 "districts" (fine administrative units similar to counties in the U.S.). I document wide cross-country and within-country heterogeneity. In LAC, the distance between the most and least upwardly mobile country is close to what has been recently documented in Africa, although the least mobile countries in Africa are less mobile than the least mobile in LAC. I document a declining trend in the mobility gap between urban and rural populations, but I do not find important differences by gender. Within countries, the level of mobility is highly correlated to the share of primary completion of the previous generation, which suggests a high level of inertia. In addition, upward (downward) mobility is negatively (positively) correlated to distance to the capital and the share of employment in agriculture, but positively (negatively) correlated to the share of employment in industry.

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Educational mobility in developing countries

Cited by 33 publications

References 112 publications

Intergenerational educational mobility in Bangladesh

Intergenerational educational mobility in Bangladesh

Can ‘good’ social mobility news be ‘bad’ and vice versa? Measurement (and downward mobility) pitfalls

The Geography of Intergenerational Mobility in Latin America and the Caribbean

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