Abstract
Using the WIDER data-set from rural West Bengal, this article examines gender differences in child schooling, using indicators of school enrolment and attainment at the primary level. Among various factors studied, there is only weak evidence that characteristics of the older siblings and household resource constraint can explain this observed gender difference. There is, however, significant evidence that paternal and maternal education explain gender differences in both school enrolment and attainment: while father's education has a significant impact on both boy's and girl's education at the primary level, mother's literacy has greater impact on the chances of daughters being educated than sons. In other words, when mothers have bargaining power, in this case via education, they are likely to increase collective household welfare rather than to perpetuate discriminatory practices.
Similar content being viewed by others
Author information
Authors and Affiliations
Corresponding author
Additional information
This work was conceived when Dr Kambhampati was visiting the Asia Research Centre at the London School of Economics and she would like to thank the Centre for its facilities. Dr Pal would like to thank Amartya Sen and Sunil Sengupta for allowing her to use the data. The authors are grateful to the Journal Editor and an anonymous referee for very constructive comments. They would also like to thank Jean Drèze, Pushkar Maitra and participants at the University of Reading seminar series and the Royal Economic Society Meeting 2000 for helpful comments on an earlier draft.
Rights and permissions
About this article
Cite this article
Kambhampati, U., Pal, S. Role of Parental Literacy in Explaining Gender Difference: Evidence from child Schooling in India. Eur J Dev Res 13, 97–119 (2001). https://doi.org/10.1080/09578810108426796
Published:
Issue Date:
DOI: https://doi.org/10.1080/09578810108426796