Magical Transition?

Emran, Shahe; Sun, Yan

Magical Transition?

Autores

Emran, Shahe

Sun, Yan

Editor

World Bank, Washington, DC

Descripción

This paper presents evidence on intergenerational educational and occupational mobility in rural China over a period of 14 years (1988–2002). To understand whether the estimated inter-generational persistence can be driven solely by unobserved heterogeneity, biprobit sensitivity analysis and heteroskedasticity-based identification are implemented. The empirical results show that there have been dramatic improvements in occupational mobility from agriculture to nonfarm occupations; a farmer’s children are not any more likely to become farmers in 2002, although there was significant persistence in occupation choices in 1988. In contrast, the intergenerational mobility in educational attainment has remained largely unchanged for daughters, and it has deteriorated significantly for sons. There is strong evidence of a causal effect of parental education on a son’s schooling in 2002. The paper provides some possible explanations for the dramatic divergence between occupational and educational mobility in rural China from 1988 to 2002.

Palabras clave

SKILLS, EDUCATED PARENTS, BASIC EDUCATION, CHILD LABOR, CONTINUING EDUCATION, CULTURAL DIFFERENCES, SCHOOLING, JUNIOR SECONDARY SCHOOL, TUITION, SOCIAL MOBILITY, ENROLLMENT, QUALITY SCHOOLS, SCHOOL ENROLLMENT, GROUPS, EDUCATION POLICY, ETHNIC GROUPS, COMPULSORY EDUCATION, JUNIOR SECONDARY, HIGHER EDUCATION, EDUCATIONAL OPPORTUNITIES, AVERAGE SCHOOLING, PAPERS, RURAL CHILDREN, EDUCATION VARIABLES, ADULTS, ETHNIC MINORITY, PARENTAL EDUCATION, SOCIAL GROUPS, GENDER BIAS, RURAL CHILDREN, EDUCATIONAL “ATTAINMENT, EDUCATION OF PARENTS, KNOWLEDGE, MIDDLE SCHOOL, JUNIOR SECONDARY, JUNIOR EDUCATION, GENDER GAP, MINORITY EDUCATION, SOCIAL GROUPS, QUALITY OF EDUCATION, EDUCATIONAL ATTAINMENT, EDUCATIONAL ATTAINMENT, ECONOMICS OF EDUCATION, COSTS OF EDUCATION, EDUCATIONAL OPPORTUNITIES, GENDER BIAS, MOBILITY, ABILITY, SECONDARY SCHOOL, IDEAS, EDUCATED PARENTS, COMPULSORY SCHOOLING, PARENTAL EDUCATION, PRIMARY SCHOOLING, AVERAGE EDUCATIONAL ATTAINMENT, HOUSEHOLD SURVEYS, EDUCATION OF PARENTS, LEARNING, FEMALE CHILDREN, MARRIAGE, ETHNIC MINORITY, PRIMARY SCHOOL, EDUCATION ECONOMICS, FAMILY BACKGROUND, VILLAGE LEVEL, AVERAGE SCHOOLING, PARENTS’ EDUCATION, HIGHER EDUCATION, PARENTS’ EDUCATION, PUBLISHERS, ACCESS TO SCHOOLS, EDUCATIONAL STATUS, COSTS OF EDUCATION, RETURNS TO EDUCATION, STUDY, PRIMARY SCHOOLING, STUDIES, COMPLETION, SCIENCE, EDUCATION LAW, GENDER DIFFERENCES, VALUES, SCHOOLS, FAMILY, PARTICIPATION, EDUCATION REFORM, BASIC EDUCATION POLICY, OCCUPATIONS, AVERAGE EDUCATIONAL ATTAINMENT, JUNIOR SECONDARY SCHOOLING, EDUCATION ECONOMICS, SCHOOL BREAKFAST, EDUCATION LEVEL, JUNIOR EDUCATION, FACTORS, MIDDLE SCHOOL, CATHOLIC SCHOOLS, PARENTS, RURAL AREAS, CHILDREN, EDUCATION, VILLAGE LEVEL, INVESTMENT, STATISTICS, FAMILY BACKGROUND, EQUALITY, RURAL AREAS, DECENTRALIZATION, CATHOLIC SCHOOLS, EDUCATIONAL “ATTAINMENT, CHILD LABOR, SOCIETY, INTERVENTIONS, COMMUNITY, ETHNIC MINORITY, FEES, PRIMARY EDUCATION, PRIMARY EDUCATION, ACCESS TO SCHOOLS, FAMILIES, WOMEN, JUNIOR SECONDARY SCHOOLING, CONTINUING EDUCATION, SCHOOL, RURAL DEVELOPMENT, SECONDARY EDUCATION, SOCIAL MOBILITY, GENDER DIFFERENCES, EFFECTS OF EDUCATION, RETURNS TO EDUCATION