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Children's schooling in Vietnam: Do...

Liu, Jianye.

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Children's schooling in Vietnam: Does gender matter?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Children's schooling in Vietnam: Does gender matter?/
作者:	Liu, Jianye.
面頁冊數:	251 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 7330.
Contained By:	Dissertation Abstracts International67-02A.
標題:	Demography. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR12001
ISBN:	9780494120019

Children's schooling in Vietnam: Does gender matter?
Liu, Jianye.

Children's schooling in Vietnam: Does gender matter? - 251 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 7330.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2005.

This research examines social, school, and household factors associated with children's school enrollment and dropout in Vietnam, paying special attention to the gender gap in schooling. Based on a theoretical framework that incorporates social, school, and household contexts, the empirical analyses start with a descriptive analysis of children's school status, then used a multilevel approach. The contextual factors used in the analysis relate to school availability, the affordability of schooling for households, and the willingness of households to support schooling. We argue that children can go to school only when there are "schools" of proper levels for them to attend, and households are able and willing to send them to school. The data used for the empirical analysis are from the Vietnam Living Standard Survey in 1992-93 and 1997-98. We find first, that the social and school contexts, such as human development level and school expenditures, are important determinants of school availability. Second, household context has the dominant role in determining the affordability of schooling to households and their willingness to have children attend school. Third, the gender gap in schooling is still a significant issue even after all these contextual factors have been controlled. The significant cross-level interaction term further indicates that the gender gap in schooling changes with social and school contexts. Finally, we find that social, school, and household contexts affect boys and girls' schooling differently, which suggests that girls' schooling is more likely to be interrupted compared to boys. While further research is needed on other factors related to individual children, this research makes a case for the importance of policy that would increase the availability of higher level schools and reduce the costs of schooling to households.

ISBN: 9780494120019Subjects--Topical Terms:

614991
Demography.

Children's schooling in Vietnam: Does gender matter?
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500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 7330.
502 $a Thesis (Ph.D.)--The University of Western Ontario (Canada), 2005.
520 $a This research examines social, school, and household factors associated with children's school enrollment and dropout in Vietnam, paying special attention to the gender gap in schooling. Based on a theoretical framework that incorporates social, school, and household contexts, the empirical analyses start with a descriptive analysis of children's school status, then used a multilevel approach. The contextual factors used in the analysis relate to school availability, the affordability of schooling for households, and the willingness of households to support schooling. We argue that children can go to school only when there are "schools" of proper levels for them to attend, and households are able and willing to send them to school. The data used for the empirical analysis are from the Vietnam Living Standard Survey in 1992-93 and 1997-98. We find first, that the social and school contexts, such as human development level and school expenditures, are important determinants of school availability. Second, household context has the dominant role in determining the affordability of schooling to households and their willingness to have children attend school. Third, the gender gap in schooling is still a significant issue even after all these contextual factors have been controlled. The significant cross-level interaction term further indicates that the gender gap in schooling changes with social and school contexts. Finally, we find that social, school, and household contexts affect boys and girls' schooling differently, which suggests that girls' schooling is more likely to be interrupted compared to boys. While further research is needed on other factors related to individual children, this research makes a case for the importance of policy that would increase the availability of higher level schools and reduce the costs of schooling to households.
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