Parental Education and Children’s Schooling Outcomes : Is the Effect Nature, Nurture, or Both? Evidence from Recomposed Families in Rwanda

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dc.creatorde Walque, Damien
dc.date2012-06-22T21:57:54Z
dc.date2012-06-22T21:57:54Z
dc.date2005-01
dc.date.accessioned2026-07-01T01:28:34Z
dc.descriptionEducated parents tend to have educated children. But is intergenerational transmission of human capital more nature, more nurture, or both? The author uses household survey data from Rwanda that contains a large proportion of children living in households without their biological parents. The data allows him to separate genetic from environmental parental influences. The nonrandom placement of children is controlled by including the educational attainment of the absent biological parents and the type of relationship that links the children to their "adoptive" families. The results of the analysis suggest that the nurture component of the intergenerational transmission of human capital is important for both parents, contrary to recent evidence proposed by Behrman and Rosenzweig (2002) and Plug (2004). The author concludes that mothers education had no environmental impact on children s schooling. Interestingly, mothers education matters more for girls, while fathers education is more important for boys. Finally, an important policy recommendation in the African context emerges from the analysis: the risk for orphans or abandoned children to lose ground in their schooling achievements is minimized if they are placed with relatives.
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dc.formattext/plain
dc.identifierhttp://documents.worldbank.org/curated/en/2005/01/5601710/parental-education-childrens-schooling-outcomes-effect-nature-nurture-or-both-evidence-recomposed-families-rwanda
dc.identifierhttps://hdl.handle.net/10986/8894
dc.identifierhttps://doi.org/10.1596/1813-9450-3483
dc.identifier.urihttp://hdl.handle.net/123456789/418425
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.relationPolicy Research Working Paper; No. 3483
dc.rightsCC BY 3.0 IGO
dc.rightshttp://creativecommons.org/licenses/by/3.0/igo/
dc.rightsWorld Bank
dc.subjectABANDONED CHILDREN
dc.subjectADOPTED CHILDREN
dc.subjectADOPTIVE FAMILIES
dc.subjectADOPTIVE PARENTS
dc.subjectADULTS
dc.subjectAGED
dc.subjectCHILD LABOR
dc.subjectCITIES
dc.subjectDEMOGRAPHY
dc.subjectDISCRIMINATION
dc.subjectEARLY CHILDHOOD
dc.subjectEXTENDED FAMILIES
dc.subjectFAMILIES
dc.subjectFAMILY STRUCTURE
dc.subjectFATHERS
dc.subjectFOSTER FAMILIES
dc.subjectGIRLS
dc.subjectHUMAN RIGHTS
dc.subjectINFANTS
dc.subjectLAWS
dc.subjectLIVING CONDITIONS
dc.subjectMALES
dc.subjectMALNUTRITION
dc.subjectMOTHERS
dc.subjectORPHANAGES
dc.subjectORPHANS
dc.subjectPARENTS
dc.subjectPOPULATION STUDIES
dc.subjectPOWER
dc.subjectSEXUALLY TRANSMITTED INFECTIONS
dc.subjectTWINS
dc.subjectUNAIDS
dc.subjectWORKERS
dc.titleParental Education and Children’s Schooling Outcomes : Is the Effect Nature, Nurture, or Both? Evidence from Recomposed Families in Rwanda

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