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Family structure and children's education outcome: Evidence from Uruguay

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  • Cid, Alejandro
  • Stokes, Charles

Abstract

As the developed world has experienced a shift away from the traditional two-biological parent family, scholars have sought to understand how children are faring in non-traditional homes. Debate has arisen over assertions that children from non-traditional families do less well in school. Concerns about selection issues as well as a paucity of cross-cultural evidence, have led some scholars to question the influence of family structure on educational attainment. Using data from the 2006 Uruguayan household survey, we evaluate the relationship of family structure with children’s education using two different methods to deal with selection problems, an instrumental variables approach and propensity score matching. Both approaches yield evidence that growing up in non-traditional family structures seems to be negative related with the schooling of Uruguayan boys, with more muted results for girls. Interestingly, Uruguay is a developing country with two peculiarities, that is, a culture that experienced fairly rapid modernization in terms of institutions –including family transition-, especially compared with other South American nations, and meanwhile an intriguing high level of school drop-out, unusually high for Uruguay’s overall level of development.

Suggested Citation

  • Cid, Alejandro & Stokes, Charles, 2012. "Family structure and children's education outcome: Evidence from Uruguay," MPRA Paper 39914, University Library of Munich, Germany.
  • Handle: RePEc:pra:mprapa:39914
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    Cited by:

    1. Scott Myers & Carrie Myers, 2015. "Family Structure and School-Based Parental Involvement: A Family Resource Perspective," Journal of Family and Economic Issues, Springer, vol. 36(1), pages 114-131, March.
    2. Cid, Alejandro & Bernatzky, Marianne, 2014. "Brecha de género en la educación secundaria [Gender gap in middle education]," MPRA Paper 59959, University Library of Munich, Germany.
    3. Marisa Bucheli & Andrea Vigorito, 2021. "Short- and Medium-term Effects of Parental Separation on Children’s Well-being. Evidence from Uruguay," Documentos de Trabajo (working papers) 21-09, Instituto de Economia - IECON.
    4. Xiaohui Sophie Li, 2021. "What Impacts Young Generations’ School/College Education Through the Lens of Family Economics? A Review on JFEI Publications in the Past Ten Years," Journal of Family and Economic Issues, Springer, vol. 42(1), pages 118-123, July.
    5. Md. Alauddin Majumder, 2016. "The Impact of Parenting Style on Children’s Educational Outcomes in the United States," Journal of Family and Economic Issues, Springer, vol. 37(1), pages 89-98, March.
    6. Annah Vimbai Bengesai & Nompumelelo Nzimande, 2020. "The Association between Family Structure Changes and High School Completion in South Africa," Social Sciences, MDPI, Open Access Journal, vol. 9(8), pages 1-15, July.
    7. Laurie F. DeRose & Gloria Huarcaya & Andrés Salazar-Arango & Marcos Agurto & Paúl Corcuera & Marga Gonzalvo-Cirac & Claudia Tarud, 2017. "Children’s Living Arrangements and On-time Progression Through School in Latin America and the Caribbean," Journal of Family and Economic Issues, Springer, vol. 38(2), pages 184-203, June.
    8. Andrew Hussey & Debjani Kanjilal & Anil Nathan, 2016. "Disruption in Parental Co-habitation and its Effects on Short-Term, Medium-Term, and Long-Term Outcomes of Adolescents," Journal of Family and Economic Issues, Springer, vol. 37(1), pages 58-74, March.

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    More about this item

    Keywords

    academic achievement; family structure; instrumental variables; propensity score; selection effects;
    All these keywords.

    JEL classification:

    • J12 - Labor and Demographic Economics - - Demographic Economics - - - Marriage; Marital Dissolution; Family Structure

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