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¿Barreras lingüísticas en la educación?: la influencia de la lengua materna en la deserción escolar


  • Efraín Rodríguez Lozano

    () (Grupo de Análisis para el Desarrollo (GRADE))


The present work has as its objective to evaluate the effect of having a native language different than Spanish over the probability of abandoning basic schooling. For that purpose a proportional risk duration model (Cox) and an accelerated fail time model are used, using information from 2008 and 2009 ENAHO, as well as 2007 Censo Escolar. In both models we find a positive effect over the probability of leaving primary studies when having Quechua as a native language. The results, for the case of the Quechua speakers, can show part of the effectiveness of the intercultural and bilingual education program (programa de Educación Intercultural Bilingüe or EIB in Spanish) for the reduction of inequality in the process of human capital accumulation.

Suggested Citation

  • Efraín Rodríguez Lozano, 2012. "¿Barreras lingüísticas en la educación?: la influencia de la lengua materna en la deserción escolar," Revista Economía, Fondo Editorial - Pontificia Universidad Católica del Perú, vol. 35(69), pages 83-151.
  • Handle: RePEc:pcp:pucrev:y:2012:i:69:p:83-151

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    More about this item


    school abandonment; native language; survival models; intercultural bilingual education;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • O54 - Economic Development, Innovation, Technological Change, and Growth - - Economywide Country Studies - - - Latin America; Caribbean


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