Support for Gender Stereotypes: Does Madrasah Education Matter?

Asadullah, M. Niaz and Amin, Sajeda and Chaudhury, Nazmul (2019) Support for Gender Stereotypes: Does Madrasah Education Matter? Journal of Development Studies, 55 (1). pp. 39-56. ISSN 0022-0388, DOI

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This paper examines the influence of the institutional nature of schools on gender stereotyping by exploring contrasts between non-religious and Islamic faith (that is madrasah) schools among secondary school-going adolescents in rural Bangladesh. In particular, differences in gender attitudes across school types are explored to elucidate what about schools matters. Using a uniquely designed survey to assess the influence of school type on student characteristics, we find large differences in stereotypical gender attitudes by school type and student gender. Madrasah students in general, and unrecognised madrasah students in particular, show unfavourable attitudes about women and their abilities compared to their peers in non-religious schools. However, these differences are diminished considerably in ordered probit models suggesting that school-level differences are explained by teacher characteristics such as the nature of teacher training and average family size of teachers. These estimated effects are robust to conditioning on a rich set of family characteristics.

Item Type: Article
Uncontrolled Keywords: education; gender issue; Islamism; rural area; stereotypic behavior; student
Subjects: H Social Sciences > HC Economic History and Conditions
L Education > L Education (General)
Divisions: Faculty of Economics & Administration
Depositing User: Ms. Juhaida Abd Rahim
Date Deposited: 23 Jan 2019 03:14
Last Modified: 23 Jan 2019 03:14

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