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Maternal education, parental investment and non-cognitive characteristics in rural China

Author

Listed:
  • Jessica E. Leight

    (Williams College)

  • Elaine Liu

    (University of Houston)

Abstract

The importance of non-cognitive skills in determining long-term human capital and labor market outcomes is widely acknowledged, but relatively little is known about how educational investments by parents may respond to children's non-cognitive characteristics. This paper evaluates the parental response to non-cognitive variation across siblings in rural Gansu province, China, employing a household fixed effects specification; the non-cognitive measures of interest are defined as the inverse of both externalizing challenges (behavioral problems and aggression) and internalizing challenges (anxiety and withdrawal). The results suggest that there is significant heterogeneity with respect to maternal education. More educated mothers appear to compensate for differences between their children, investing more in a child who exhibits greater non-cognitive deficits, while less educated mothers reinforce these differences. Most importantly, there is evidence that these compensatory investments are associated with the narrowing of non-cognitive deficits over time for children of more educated mothers, while there is no comparable pattern in households with less educated mothers.

Suggested Citation

  • Jessica E. Leight & Elaine Liu, 2018. "Maternal education, parental investment and non-cognitive characteristics in rural China," Working Papers 2018-039, Human Capital and Economic Opportunity Working Group.
    • Handle: RePEc:hka:wpaper:2018-039
    Note: MIP
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    File URL: http://humcap.uchicago.edu/RePEc/hka/wpaper/Leight_Liu_2018_maternal-ed-parent-investment_rural-China.pdf
    File Function: First version, June 13, 2018
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    Cited by:

    1. Liu, Hua & Zhang, Kaixuan & Wang, Lin & Chen, Jiwei, 2025. "Educational burden reduction, educational inequality, and enrollment pressure: Evidence from China," Economics & Human Biology, Elsevier, vol. 56(C).
    2. Xu, Hui & Zhang, Zheyuan & Zhao, Zhong, 2023. "Parental socioeconomic status and children’s cognitive ability in China," Journal of Asian Economics, Elsevier, vol. 84(C).
    3. Ding, Xiaozhou & Song, Yaxiang, 2025. "Maternal education and early childhood outcomes in China," Economics of Education Review, Elsevier, vol. 107(C).
    4. Cui, Ying & Liu, Hong & Zhao, Liqiu, 2019. "Mother's education and child development: Evidence from the compulsory school reform in China," Journal of Comparative Economics, Elsevier, vol. 47(3), pages 669-692.
    5. Figlio, David N. & Karbownik, Krzysztof & Özek, Umut, 2023. "Sibling Spillovers May Enhance the Efficacy of Targeted School Policies," IZA Discussion Papers 16250, IZA Network @ LISER.
    6. Shen, Wensong, 2025. "The reciprocal relations between externalizing problems and educational achievement and their long-term implications for educational attainment: Evidence from a 15-year study in China," Children and Youth Services Review, Elsevier, vol. 176(C).
    7. Chen, Jiwei & Zhang, Zongli, 2024. "Family poverty and adolescents’ cognitive and noncognitive outcomes: Evidence from China," Economics & Human Biology, Elsevier, vol. 54(C).

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    Keywords

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    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • O15 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Economic Development: Human Resources; Human Development; Income Distribution; Migration
    • D13 - Microeconomics - - Household Behavior - - - Household Production and Intrahouse Allocation

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