Children Capabilities and Family Characteristics in Italy

This paper explores the possibilities of using structural equation modelling to measure capabilities of Italian children. In particular the paper focuses on two capabilities: “Senses, Imagination and Thought” and “Leisure and Play Activities ”. The indicators used to measure the capability of ‘Senses, imagination and thought’ for 6-13 years old children are attitude towards education, attendance to arts classes and other type of extra curriculum classes like computing and languages. The variables used as indicators of the capability of “Leisure and play activities” include how often children play in playground, various types of games, attendance to sports classes. We use both descriptive statistics, an ordered probit model, and a structural equation model in order to investigate the relation among the above mentioned indicators, the latent construct for capabilities and a set of covariates. Moreover we use a new data set in order to include family income among the covariates. The data result from the matching (through a propensity score method) of two data sets: Bank of Italy Survey on Income and Wealth for year 2000 and Istat Families, social subjects and childhood condition for year 1998.Education, Capabilities, Child Well Being, Structural Equation Modelling

Another Theory of Prostitution

This paper presents a model of prostitution as an economic activity characterised by stigma, whose supply is based on the availability of other earning opportunities. On the basis of available empirical evidence and findings from other studies, we put forward a rigorous economic analysis of the industry and its different markets making no restrictive assumptions regarding the gender, pay and nature of forgone earning opportunities of the prostitute, and applying the same behavioural hypotheses to prostitutes and clients.

Education Capability: A Focus on Gender and Science

The focus of the paper is on the measurement of science education capability with a gender perspective and in the capability approach framework. Measuring science education capability implies going beyond the measurement of children test scores. In the capability approach, we aim at the real opportunities that children can develop later in life and therefore it is important to include some measures of non-cognitive skills. We utilize, therefore, different indicators in addition to test scores in science: enjoyment in science, interest in science, general and personal values of science, self-confidence in performing science related tasks, awareness and perception of environmental issues, and responsibility for sustainable development. We utilize the 2006 PISA survey for Italian 15 year old children because it contains a particular focus on science and we estimate a Structural Equation Model to take into account that capabilities are latent constructs of which we only observe some indicators. We also investigate the determinants of children\u2019s science education capability in Italy taking into account household, individual and school factors. Results confirm that boys outperform girls in science education capability. Our theoretical construct for the science education capability confirms that all the indicators are relevant to measure this capability. School activities to promote sciences improve girls\u2019 capability and interactive methods of teaching improve both girls and boys capability. The household educational resources and the household educational possession are also positively correlated with girls\u2019 and boys\u2019 science education capability

Going Beyond Test Scores: The Gender Gap in Italian Children's Mathematical Capability

This paper investigates the relationship between gender, attitudes, and test scores in mathematics. The study argues that measures of children’s capability in mathematics must include some indicators of attitudes toward the subject. These are particularly important when analyzing gender gaps because attitudes toward mathematics differ by gender. To this end, the study first analyzes the gender gap in attitudes and test scores separately using school fixed effects models. Second, it estimates a structural equation model, which takes into account that mathematical capability is a latent construct for which some indicators (test scores and attitudes) are observed. Using data from the Italian National Institute for the Evaluation of Education Systems (INVALSI) for school years 5 and 10 in 2014 and 2015, results confirm that when mathematics capability, including both attitudes and test scores, is measured, the gap between boys and girls changes, and it is therefore relevant to consider both concepts