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Diferencias étnicas y de sexo en el progreso educativo en Perú : ¿para quién y cuándo son los riesgos mayores?

Author

Listed:
  • Juan F. Castro

    (Universidad del Pacífico)

  • Gustavo Yamada

    (Universidad del Pacífico)

  • Roberto Asmat

    (Universidad del Pacífico)

Abstract

En esta investigación analizamos las diferencias étnicas y de sexo en el progreso educativo en el Perú, en los últimos 50 años. Usamos un pool de datos de la Encuesta Nacional de Hogares del 2004-2009 e identificamos cuatro etnias: blanca/mestiza, amazónica, quechua/aymara, y afrodescendiente. Modelamos los años de educación acumulados con un enfoque de duración y calculamos la ?brecha? de progreso educativo a través del riesgo de abandonar el sistema educativo del grupo medido respecto al de los blancos/mestizos (para las comparaciones por grupos étnicos) y respecto al del hombre (para las comparaciones de sexo). Empleamos tanto un enfoque de riesgos proporcionales como no proporcionales. Este último nos permite analizar los efectos de la etnia y el sexo sobre la probabilidad de deserción en cada etapa del proceso educativo. Encontramos que el riesgo de deserción de los grupos quechua, amazónico y afrodescendiente es mayor que el del grupo de blancos/mestizos. Las restricciones materiales (recursos monetarios y oferta educativa) explican buena parte de la brecha quechua. La brecha afrodescendiente depende más de factores estructurales relacionados con el contexto familiar y educativo de la persona y que no son directamente observables. Encontramos que la etnia afrodescendiente se encuentra en clara desventaja respecto al resto de grupos, con un elevado riesgo de deserción concentrado en los primeros años de la educación primaria. Asimismo, detrás de una brecha hombre-mujer promedio prácticamente cerrada, subsiste aún una diferencia importante entre los riesgos de deserción (a favor de los hombres) concentrada en los primeros años de la educación básica y al interior de los grupos quechuas y amazónicos.

Suggested Citation

  • Juan F. Castro & Gustavo Yamada & Roberto Asmat, 2011. "Diferencias étnicas y de sexo en el progreso educativo en Perú : ¿para quién y cuándo son los riesgos mayores?," Working Papers 11-05, Centro de Investigación, Universidad del Pacífico.
    • Handle: RePEc:pai:wpaper:11-05
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    References listed on IDEAS

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    1. Patrick Royston, 2004. "Flexible parametric alternatives to the Cox model: update," Stata Journal, StataCorp LLC, vol. 4(1), pages 98-101, March.
    2. Gustavo Yamada & Ricardo Montero, 2011. "Referencias," Chapters of Books, in: Gustavo Yamada & Ricardo Montero (ed.), Corrupción e inequidad en los servicios públicos en el Perú, edition 1, volume 1, chapter 8, pages 57-60, Fondo Editorial, Universidad del Pacífico.
    3. Heckman, James J. & Lochner, Lance J. & Todd, Petra E., 2006. "Earnings Functions, Rates of Return and Treatment Effects: The Mincer Equation and Beyond," Handbook of the Economics of Education, in: Erik Hanushek & F. Welch (ed.), Handbook of the Economics of Education, edition 1, volume 1, chapter 7, pages 307-458, Elsevier.
    4. Robert M. Hauser, 1993. "Trends in College Entry among Whites, Blacks, and Hispanics," NBER Chapters, in: Studies of Supply and Demand in Higher Education, pages 61-120, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Kogan, Liuba, 2017. "El rap en el Callao: la aflicción profunda," Working Papers 17-06, Centro de Investigación, Universidad del Pacífico.
    2. García Ramos, Yboon & Flores-Bazán, Fabian & Nicolas Hadjisavvas, 2017. "About the sum of quasiconvex functions," Working Papers 17-07, Centro de Investigación, Universidad del Pacífico.

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