Asadullah, Mohammad NiazChaudhury, Nazmul2012-03-302012-03-302010World Development0305750Xhttps://hdl.handle.net/10986/4731This paper uses new data on female graduates of registered secondary secular schools and madrasas from rural Bangladesh and tests whether there exist attitudinal gaps by school type and what teacher-specific factors explain these gaps. Even after controlling for a rich set of individual, family, and school traits, we find that madrasa graduates differ on attitudes associated with issues such as working mothers, desired fertility, and higher education for girls, when compared to their secular schooled peers. On the other hand, madrasa education is associated with attitudes that are still conducive to democracy. We also find that exposure to female and younger teacher is associated with more favorable attitudes among graduates.ENAnalysis of Education I210Economics of GenderNon-labor Discrimination J160Economic Development: Human ResourcesHuman DevelopmentIncome DistributionMigration O150Formal and Informal SectorsShadow EconomyInstitutional Arrangements O170Cultural Economics: Religion Z120Economic SociologyEconomic AnthropologySocial and Economic Stratification Z130Journal ArticleWorld Bank