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Schooling Inequality among the Indigenous: A Problem of Resources or Language Barriers?

  • Susan W. Parker
  • Luis Rubalcava
  • Graciela Teruel

Using large household data sets from rural Mexican communities, where a majority of indigenous people live, we analyze the potential explanatory factors for low educational attainment of indigenous children. We find that, overall, indigenous children fare worse than their non-indigenous classmates. Nevertheless, there is important heterogeneity within the indigenous group. In particular, monolingual indigenous children (those who speak only an indigenous language) perform much worse in school than bilingual indigenous children who speak Spanish as a second language.

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Paper provided by Inter-American Development Bank, Research Department in its series Research Department Publications with number 3134.

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Date of creation: Jan 2002
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Handle: RePEc:idb:wpaper:3134
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  10. Chiswick, Barry R, 1991. "Speaking, Reading, and Earnings among Low-Skilled Immigrants," Journal of Labor Economics, University of Chicago Press, vol. 9(2), pages 149-70, April.
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  13. Behrman, Jere R. & Deolalikar, Anil B., 1988. "Health and nutrition," Handbook of Development Economics, in: Hollis Chenery & T.N. Srinivasan (ed.), Handbook of Development Economics, edition 1, volume 1, chapter 14, pages 631-711 Elsevier.
  14. Acevedo, Gladys Lopez, 2004. "Professional development and incentives for teacher performance in schools in Mexico," Policy Research Working Paper Series 3236, The World Bank.
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