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Firing silver bullets with caution: ...

Carrington, Ryan Daniel.

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Firing silver bullets with caution: Does Mexico's Progresa impact parental demand for education equally among indigenous and non-indigenous populations?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Firing silver bullets with caution: Does Mexico's Progresa impact parental demand for education equally among indigenous and non-indigenous populations?/
Author:	Carrington, Ryan Daniel.
Description:	68 p.
Notes:	Source: Masters Abstracts International, Volume: 48-05, page: 2766.
Contained By:	Masters Abstracts International48-05.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1476399
ISBN:	9781109779745

Firing silver bullets with caution: Does Mexico's Progresa impact parental demand for education equally among indigenous and non-indigenous populations?
Carrington, Ryan Daniel.

Firing silver bullets with caution: Does Mexico's Progresa impact parental demand for education equally among indigenous and non-indigenous populations? - 68 p.

Source: Masters Abstracts International, Volume: 48-05, page: 2766.

Thesis (M.P.P.)--Georgetown University, 2010.

While there is broad consensus that education reduces poverty, it is not clear that poverty alleviation programs that tackle poverty through education are successfully and equitably reducing poverty among their poor. Mexico's Progresa conditional cash transfer (CCT) program is one such program that tries to tackle the intergenerational transmission of poverty by providing incentives for parents to send their children to school. The literature shows that indigenous populations tend to be more marginalized, poorer, less educated, have poorer health and be more likely to participate in child labor. Because of persistent gaps between indigenous and non-indigenous populations in Mexico, it was hypothesized that indigenous parents in Progresa would demand less education for their children. Using the Encuesta de Caracteristicas Socioeconomicas de los Hogares (ENCEL) 1998, OLS regressions reaffirm the benefit of the program in stimulating demand for education overall, but suggest that indigenous parents in Progresa demand less education. The model also showed that indigenous populations demand more education outside of Progresa, undermining cultural arguments for poor educational outcomes in indigenous communities, but suggesting that something about Progresa is not well-suited for the particular needs of indigenous parents as they attempt to prevent their children from inheriting generations-old poverty. From these results, policy makers are advised to focus on improving the quality of the education that the students Progresa brought into schools receive, assuring access to schools for Mexico's most marginalized families, and providing equality of opportunity to those who would escape poverty and benefit from broader economic growth, as these factors are likely behind the lower demand for education among Mexico's indigenous parents in the program.

ISBN: 9781109779745Subjects--Topical Terms:

516171
Education, Elementary.

Firing silver bullets with caution: Does Mexico's Progresa impact parental demand for education equally among indigenous and non-indigenous populations?
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100 1 $a Carrington, Ryan Daniel. $3 1677343
245 1 0 $a Firing silver bullets with caution: Does Mexico's Progresa impact parental demand for education equally among indigenous and non-indigenous populations?
300 $a 68 p.
500 $a Source: Masters Abstracts International, Volume: 48-05, page: 2766.
500 $a Adviser: Gillette H. Hall.
502 $a Thesis (M.P.P.)--Georgetown University, 2010.
520 $a While there is broad consensus that education reduces poverty, it is not clear that poverty alleviation programs that tackle poverty through education are successfully and equitably reducing poverty among their poor. Mexico's Progresa conditional cash transfer (CCT) program is one such program that tries to tackle the intergenerational transmission of poverty by providing incentives for parents to send their children to school. The literature shows that indigenous populations tend to be more marginalized, poorer, less educated, have poorer health and be more likely to participate in child labor. Because of persistent gaps between indigenous and non-indigenous populations in Mexico, it was hypothesized that indigenous parents in Progresa would demand less education for their children. Using the Encuesta de Caracteristicas Socioeconomicas de los Hogares (ENCEL) 1998, OLS regressions reaffirm the benefit of the program in stimulating demand for education overall, but suggest that indigenous parents in Progresa demand less education. The model also showed that indigenous populations demand more education outside of Progresa, undermining cultural arguments for poor educational outcomes in indigenous communities, but suggesting that something about Progresa is not well-suited for the particular needs of indigenous parents as they attempt to prevent their children from inheriting generations-old poverty. From these results, policy makers are advised to focus on improving the quality of the education that the students Progresa brought into schools receive, assuring access to schools for Mexico's most marginalized families, and providing equality of opportunity to those who would escape poverty and benefit from broader economic growth, as these factors are likely behind the lower demand for education among Mexico's indigenous parents in the program.
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