Table of Contents

Handbook of Research on Gender and Economic Life

Handbook of Research on Gender and Economic Life

Elgar original reference

Edited by Deborah M. Figart and Tonia L. Warnecke

The Handbook illuminates complex facets of the economic and social provisioning process across the globe. The contributors – academics, policy analysts and practitioners from wide-ranging areas of expertise – discuss the methodological approaches to, and analytical tools for, conducting research on the gender dimension of economic life. They also provide analyses of major issues facing both developed and developing countries. Topics explored include civil society, discrimination, informal work, working time, central bank policy, health, education, food security, poverty, migration, environmental activism and the financial crisis.

Chapter 26: Intersecting sources of education inequality

Elizabeth M. King and Vy T. Nguyen

Subjects: economics and finance, radical and feminist economics, social policy and sociology, family and gender policy

Extract

Thanks to a combination of policies and sustained investments in education by governments, communities and families, developing countries today have unprecedented numbers of schools, classrooms, teachers – and students. Compared with two decades ago, many more children are entering school, completing primary schooling, and continuing to secondary and tertiary education. In low-income countries, average net enrollment rates in primary education have surged upwards of 80 percent and completion rate sup to 68 percent (UNESCO, 2010). Remarkable accomplishments have also been made toward achieving gender equality at all levels of education (see World Bank, 2010a). Since 1990, the ratio of girls to boys enrolled has increased most at the primary level in Sub-Saharan Africa and South Asia. At the secondary level, the ratio has risen substantially in East Asia and Latin America and the Caribbean. In tertiary education, Eastern European countries show the most progress. Addressing gender inequality in education requires an approach that takes into account multiple, intersecting sources of disadvantage that include income poverty, place of residence, ethnicity, and linguistic background.

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