Changing norms about gender inequality in education Evidence from Bangladesh

Author(s): Niels-Hugo Blunch and Maitreyi Bordia Das

BACKGROUND
While norms are important for educational attainment, especially in the developing world, there are relatively few studies on this topic. This paper, which explores attitudes toward gender equality in education among Bangladeshis, should therefore be of interest to both academics and policymakers.

OBJECTIVE
In this paper, we seek to identify which factors affect the norms regarding the education of girls and boys, as well as of women and men, across two cohorts of married women in Bangladesh. In particular, we look at the relative importance of an individual woman‘s own educational background and those of her spouse and other family members in shaping her attitudes toward gender equality in education.

METHODS
We analyze a rich household dataset for Bangladesh from the World Bank Survey on Gender Norms in Bangladesh, which was conducted in 2006. We use linear probability models to examine the determinants of gender education norms. We also decompose the intergenerational gender norms gap using the Oaxaca-Blinder composition (total and detailed), taking into account several technical issues related to the computation of standard errors and the use of dummy variables in detailed decompositions.

RESULTS
Education norms were found to differ substantially across cohorts, with women from the younger cohort expressing far more positive views than older female respondentsregarding education for both girls and women. The effect of education on norms could be found among both the respondents and their husbands, as well as among the older women in the household. This suggests that educational norms are shared both within married couples and across generations.

CONCLUSIONS
Our results indicate that the far-reaching changes in female education in Bangladesh have had equally far-reaching effects on the perceived value of education for girls relative to education for boys.

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