Gender Differences in Schooling Attainment: The Role of Sibling Characteristics and Birth Order Effects

This paper uses a using a nationally representative dataset to show that gender, birth order and sibling characteristics have significant effects on the schooling attainment of Egyptian children. Our analysis finds that relative to a male child, female and rural children are not only less likely to have the right schooling for age, but birth order and sibling characteristics also affect these two groups more adversely. Our empirical results show that schooling outcomes are better for earlier born (lower birth order) children, particularly for females and rural children. For example, a female child who is third in the birth order is approximately 40% less likely to have attained the right schooling for age, worsening with each increase in birth order. However, male and urban children are unaffected by birth order and sibling characteristics, the only exception being male children born sixth or higher in the birth order. Furthermore, we see that an increase in sibship size is associated with lower schooling attainment for the last born school-age child across all our samples. Finally, we see that with the exception of rural females, the sibling size effect is somewhat mitigated for the oldest school-age child having younger sisters rather than brothersEgypt; schooling; gender; birth order

The Determinants of Schooling in Egypt: The Role of Gender and Rural-Urban Residence

This paper examines the role of gender and rural-urban residence, and the interaction between them in influencing schooling outcomes, using household level cross-section data from Egypt. Our empirical analysis finds strong evidence for the hypothesis that being male and living in urban areas significantly improves schooling outcomes. We show that relative to a female child who is ‘never enrolled' in school, a male child is nearly twice as likely to be currently attending school, and over two and a half times more likely to have some schooling. Interestingly, the adverse effect of gender is greater in rural areas, with urban location increasing the odds of female children being currently enrolled. Finally, we find that female headship reduces the likelihood of a favorable schooling outcome for females and children living in rural areas.Egypt; schooling; gender; rural-urban differences

The Determinants of Schooling in Egypt: The Role of Gender and Rural-Urban Residence

This paper examines the role of gender and rural-urban residence, and the interaction between them in influencing schooling outcomes, using household level cross-section data from Egypt. Our empirical analysis finds strong evidence for the hypothesis that being male and living in urban areas significantly improves schooling outcomes. We show that relative to a female child who is ‘never enrolled’ in school, a male child is nearly twice as likely to be currently attending school, and over two and a half times more likely to have some schooling. Interestingly, the adverse effect of gender is greater in rural areas, with urban location increasing the odds of female children being currently enrolled. Finally, we find that female headship reduces the likelihood of a favorable schooling outcome for females and children living in rural areas

Gender Differences in Schooling Attainment: The Role of Sibling Characteristics and Birth Order Effects

This paper uses a using a nationally representative dataset to show that gender, birth order and sibling characteristics have significant effects on the schooling attainment of Egyptian children. Our analysis finds that relative to a male child, female and rural children are not only less likely to have the right schooling for age, but birth order and sibling characteristics also affect these two groups more adversely. Our empirical results show that schooling outcomes are better for earlier born (lower birth order) children, particularly for females and rural children. For example, a female child who is third in the birth order is approximately 40% less likely to have attained the right schooling for age, worsening with each increase in birth order. However, male and urban children are unaffected by birth order and sibling characteristics, the only exception being male children born sixth or higher in the birth order. Furthermore, we see that an increase in sibship size is associated with lower schooling attainment for the last born school-age child across all our samples. Finally, we see that with the exception of rural females, the sibling size effect is somewhat mitigated for the oldest school-age child having younger sisters rather than brother

The Determinants of Schooling in Egypt: The Role of Gender and Rural-Urban Residence

This paper examines the role of gender and rural-urban residence, and the interaction between them in influencing schooling outcomes, using household level cross-section data from Egypt. Our empirical analysis finds strong evidence for the hypothesis that being male and living in urban areas significantly improves schooling outcomes. We show that relative to a female child who is ‘never enrolled’ in school, a male child is nearly twice as likely to be currently attending school, and over two and a half times more likely to have some schooling. Interestingly, the adverse effect of gender is greater in rural areas, with urban location increasing the odds of female children being currently enrolled. Finally, we find that female headship reduces the likelihood of a favorable schooling outcome for females and children living in rural areas

The Gender Issue Revisited: A Case Study of Student Performance in Economics and Econometrics

Using a sample of 696 first year students in an Australian university, we use a seemingly unrelated regression model and show that there are some very important differences between the key characteristics affecting performance in a first year course in economics and econometrics. Here the primary concern was a possible different gender affect in the two courses. The results indicate that the ability factors such as the TER, the mathematical ability and whether a student enrolls in a Commerce degree or another degree are important factors for differentiating success in economics and econometrics. The gender and age of a student--part of the socio-economic factors--are very different for the two courses. Of particular interest are the different effects of the gender variable in the two courses. Further, indicators of commitment such as attendance at tutorials, mostly attending lectures and motivation for enrolling in an economics related degree because the student took economics at school all clearly show differences.Economics, Gender

Modelling Students at Risk

Using a sample of several hundred students we model progression in a first-year econometrics course. Our primary interest is in determining the usefulness of these models in the identification of 'students at risk'. This interest highlights the need to distinguish between students who drop the course and those who complete but who ultimately fail. Such models allow identification and quantification of the factors that are most important in determining student progression and thus make them a potentially useful aid in educational decision making. Our main findings are that Tertiary Entrance Rank (TER), mathematical aptitude, being female and attendance in tutorials are all good predictors of success but amongst these factors only attendance is significant in discriminating between students who fail and those who discontinue. Also, there are differences across degree programs and, in particular, students in Combined Law are very likely to pass but, if they are at risk, they are much more likely to discontinue than to fail. Copyright Blackwell Publishing Ltd/University of Adelaide and Flinders University of South Australia 2004.