Jere R . Behrman an y “ Does Increasing Women ' s Schooling Raise the Schooling of the Next Generation ? ”
نویسندگان
چکیده
New data on identical female and male twins are used to estimate the impact of increasing parental schooling on child schooling that incorporates the existence of unmeasured heritable traits and marital sorting. These data yield cross-sectional estimates that are consistent with previous studies of the impact of parental schooling on child schooling attainment. However, when twinning is exploited to estimate intergenerational schooling effects, the results are strikingly different. Controlling for women’s earnings and childrearing endowments and husband’s endowments and schooling leads to a marginally negative rather than a significantly positive coefficient for mother’s schooling in the determination of child schooling. *This research was supported in part with funds from the National Center on the Educational Quality of the Workforce, the Economics Institute Research Fund, the Boettner Research Fund, the Population Study Center NIA Supplement, and the University Research Foundation -all of the University of Pennsylvania -and from NIA R01 AG11725-01A1 and NSF SBR95-11955. We are grateful to Ann Facciolo for extraordinary efforts in data inputting, to David T. Lykken, former Director of the Minnesota Twin/Family Registry (MTR) and the staff of the MTR for help in collecting the data that we use in this study, and to two anonymous referees for helpful suggestions on this research.
منابع مشابه
Do Educated Women Make Bad Mothers? Twin Studies of the Intergenerational Transmission of Human Capital
“Does increasing women’s schooling raise the schooling of the next generation?” is the question posed by Jere Behrman and Mark Rosenzweig (2002) in their eponymous article. Their answer to the question is no. In fact, they conclude that raising women’s schooling may even lower the schooling of the next generation. In this paper, we show that Behrman and Rosenzweig’s results are not robust to al...
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Increasing female education is an important policy priority in many developing countries. Girls lag behind boys in schooling attainment, and female schooling is thought to be important for a variety of development outcomes (Barbara L. Wolfe and Jere R. Behrman 1987; Behrman and Wolfe 1989; Paul Glewwe 1999; Behrman and Mark R. Rosenzweig 2002). A number of researchers and policy-makers have arg...
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