Gender, Ethnicity, and Cumulative Disadvantage in Education Outcomes

This paper studies the impact of gender and ethnicity on educational outcomes in Bolivia, Mexico, Peru, Senegal, and Sierra Leone, using the Integrated Public Use Microdata Series-International (IPUMS-I) database. Using an estimation method analogous to difference-in-differences, the paper finds that gender-based differences in literacy, primary school completion, and secondary school completion are larger for minority ethnic groups compared to others, or ethnicity-based differences are larger for women compared to men. The findings suggest that the intersection of gender and ethnicity confers cumulative disadvantage for minority groups, especially in Latin American countries, with implications on the design of development programs.