This study investigates gender differences in the determinants of several schooling indicators in Conakry, Guinea, using ordered and binary probit models incorporating household-level random effects. Such indicators include grade attainment, current enrollment, and withdrawal from school. The survey, which was conducted on 1725 households, contains detailed information on a wide range of socioeconomic factors such as education, labor force activity and earnings, assets and health. Results indicate that increases in household income lead to greater investments in the schooling of girls than in the schooling of boys. Meanwhile, improvements in the education of fathers raise the schooling of both sons and daughters, while the education of mothers only has a significant impact on the schooling of daughters. These estimates show differences in maternal and paternal preferences for schooling daughters relative to sons. Therefore, the importance of gender, parental education, and household income and composition affect the education of children. However, findings also show that education for girls is unnecessary since they only need to work at home. Moreover, policies that raise household incomes will increase gender equity in schooling, which will also depend on whether and how these policies change the opportunity costs of girls and boys and the labor market returns to female and male schooling.

作者：P, Glick；D E, Sahn

来源：Economics of education review 2000 年 19卷 1期