Reimão, Maira EmyTaş, Emcet O.2015-08-172015-08-172015-08https://hdl.handle.net/10986/22441This paper studies gender education gaps among indigenous and nonindigenous groups in Bolivia. Using the National Census of Population and Housing 2012 and an estimation method analogous to difference-in-differences, the paper finds that the intersection of gender and indigenous identity confers cumulative disadvantage for indigenous women in literacy, years of schooling, and primary and secondary school completion. Although gender education gaps have become narrower across generations, there remain significant differences among indigenous groups. The Aymara have the largest gender gap in all outcomes, despite having high overall attainment rates and mostly residing in urban centers, with greater physical access to schools. The Quechua have relatively smaller gender gaps, but these are accompanied by lower attainment levels. The paper discusses the possible sources of these differentials and highlights the importance of taking gender dynamics within each indigenous group into greater consideration.en-USCC BY 3.0 IGOSANITATIONSKILLSSCHOOL SYSTEMFEMALE EDUCATIONEDUCATIONAL REFORMSBASIC EDUCATIONGENDER INEQUALITYNATIONAL SCHOOLTEACHERSSCHOOL DROPOUTSCHOOLINGSCHOOL ENROLLMENTEDUCATIONAL ACHIEVEMENTLEVELS OF EDUCATIONETHNIC GROUPSEDUCATION REFORMSCOMMITMENT TO MULTICULTURALISMEDUCATION OUTCOMESINDIGENOUS EDUCATIONDECENTRALIZATION OF EDUCATIONCOMMUNITY PARTICIPATION IN EDUCATIONSUPPLY OF SCHOOLSLITERACY RATESEDUCATIONAL DEVELOPMENTINDIGENOUS CHILDRENTEACHER QUALIFICATIONCOMMUNITY PARTICIPATIONACCESS TO EDUCATIONLITERACYINDIGENOUS SCHOOLSKNOWLEDGEGENDER EDUCATIONLITERACY RATECOMPLETION RATESINDIGENOUS LANGUAGESPRIMARY SCHOOL COMPLETIONGENDER GAPQUALITY OF EDUCATIONEDUCATION POLICIESEDUCATIONAL ATTAINMENTIMPACT OF EDUCATION ON FERTILITYEDUCATION DISCOURSEEDUCATIONAL GAPSPRIMARY COMPLETION RATESECONDARY SCHOOLPARENTAL EDUCATIONEDUCATION FOR WOMENACCESS TO PRIMARY EDUCATIONLOWER LEVELS OF EDUCATIONSCHOOL COMPLETIONPRIMARY SCHOOLTEACHINGSCHOOL NETWORKSCHOOL-AGEEDUCATIONAL ATTAINMENTSPRIMARY SCHOOL COMPLETION RATESPARENTS’ EDUCATIONPRIMARY SCHOOLSEDUCATION SYSTEMSRURAL EDUCATIONPERSISTENT INEQUALITIESDROPOUT RATESRURAL SCHOOLSUNIVERSAL EDUCATIONPRIMARY COMPLETIONFEMALE MEMBERSVALUESSCHOOLSEDUCATIONAL DISADVANTAGESSCHOOL ATTENDANCEINDIGENOUS COMMUNITIESEDUCATION REFORMEDUCATION SERVICESRURAL TEACHERSSLUM POPULATIONSEXCLUSION IN EDUCATIONEXPANSION OF EDUCATIONGIRLS’ EDUCATIONINDIGENOUS PEOPLEINDIGENOUS CULTUREIMPACT OF EDUCATIONPARENTAL INCOMECURRICULUMTEACHEREDUCATIONAL OUTCOMESEDUCATIONAL STANDARDSEDUCATIONPEDAGOGICAL PRACTICESWOMEN IN LITERACYSCHOOL COVERAGEPARTICIPATION IN EDUCATIONLINGUISTIC DIVERSITYSCHOOL-AGE CHILDRENLIVING CONDITIONSPRIMARY EDUCATIONTEACHER ABSENTEEISMFORMAL SCHOOLINGAVAILABILITY OF SCHOOLSPHYSICAL ACCESSSCHOOLSCHOOL INFRASTRUCTURESECONDARY EDUCATIONGENDER EQUALITYEDUCATIONAL DISPARITIESRETURNS TO EDUCATIONSCHOOL AGEWorking PaperWorld Bank10.1596/1813-9450-7387