The impact of gender inequality in education on income in Africa and the Middle East

Baliamoune‐Lutz, Mina; McGillivray, Mark

doi:10.1016/j.econmod.2014.11.031

Cited by 57 publications

(48 citation statements)

References 36 publications

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“…There are several channels by which educational equality is hypothesized to stimulate growth. Much of this literature emphasizes the "talent allocation" or selection bias effect, discussed above, whereby gender gaps in education are hypothesized to depress economy-wide productivity (Hill and King 1995;Klasen 1999;Knowles, Lorgelly and Owen 2002;Klasen and Lamanna 2009;Baliamoune-Lutz and McGillivray 2015). The models assume competitive labor markets, such that greater educational equality will be matched by a narrowing of gender wage gaps.…”

Section: Educationmentioning

confidence: 99%

Engendering Macroeconomic Theory and Policy

Seguino

2019

Feminist Economics

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This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

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Section: Educationmentioning

confidence: 99%

Engendering Macroeconomic Theory and Policy

Seguino

2019

Feminist Economics

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“…Dollar and Gatti [24], using data from more than 100 countries over three decades up to the 1990s, showed gender education inequality to negatively affect economic growth, and Chen [25] identifies three channels through which this occurs: the selection-distortion factor, the environment effect, and the demographic transition effect. Baliamoune-Lutz and McGillivray [26] demonstrated, in the case of Africa and the Middle East, that the gap from female to male primary and secondary school enrollment rates has had a negative effect on income per capita. Klasen [27] found that, using the non-Barro coefficient, reducing gender inequality in education boosts economic development.…”

Section: Literature Reviewmentioning

confidence: 99%

Female Education Externality and Inclusive Growth

et al. 2019

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Education is generally believed to be beneficial in fostering, independent of gender, higher labor productivity. Female education may, however, cause other socio-economic gains which are not captured by higher wage or better compensation package for the educated female worker in the labor market (positive externality). This paper investigates the casual effect of enhancing female education and reducing gender education inequality on various measures of sustainable development. After addressing the endogeneity issue associated with gender education inequality employing a novel instrumental variable (IV), we find mitigating gender education inequality to be associated with lower infant mortality and poverty rates and improvements in health and environmental conditions. Our IV estimation result reports that a one-standard-deviation increase in the female-to-male ratio of average years of schooling is associated with a lower poverty rate by about 0.98 percentage points. The results indicate that expanding women’s educational opportunities is an effective way to promote inclusive growth.

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“…Further, evidence suggests that pervasive group disparities in education mirror group disparities in socioeconomic status (see, e.g. Baliamoune-Lutz & McGillivray, 2015;Canelas and Gisselquist, 2018a;Cutler & Lleras-Muney, 2006;García-Aracil & Winter, 2006).…”

Section: Data and Measurementmentioning

confidence: 99%

Horizontal inequality as an outcome

Canelas

Gisselquist

2018

Oxford Development Studies

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A considerable body of research suggests that horizontal inequality between ethnic groups has major socioeconomic implications, in particular for peace and economic development. Much of this work focuses on horizontal inequality as an independent causal variable, rather than an outcome of various processes. We offer conceptual, theoretical, and empirical reasons for treating horizontal inequality as an outcome and challenging assumptions of fixity. We first consider explanations for variation drawing on the literature on horizontal inequality, as well as on ethnicity more broadly. We then explore how horizontal inequality can be measured using survey and census data, and present analysis based on two datasets providing information on inequality in terms of educational attainment (HI-E) for the 1960s to 2000s. These data suggest both a general trend toward decline in HI-E over time and considerable regional variation. This article serves also to introduce and frame the contributions to this special section.

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The impact of gender inequality in education on income in Africa and the Middle East

Cited by 57 publications

References 36 publications

Engendering Macroeconomic Theory and Policy

Engendering Macroeconomic Theory and Policy

Female Education Externality and Inclusive Growth

Horizontal inequality as an outcome

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