Support for Gender Stereotypes : Does Madrasah Education Matter?

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 acros...

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Main Authors:	Asadullah, M. Niaz, Amin, Sajeda, Chaudhury, Nazmul
Format:	Journal Article
Published:	Taylor and Francis 2018
Subjects:	ISLAMIC EDUCATION GENDER NORMS GENDER EQUALITY INEQUALITY MADRASAHS GENDER STEREOTYPES SECONDARY EDUCATION
Online Access:	http://hdl.handle.net/10986/30856

id	okr-10986-30856
recordtype	oai_dc
spelling	okr-10986-308562021-05-25T10:54:44Z Support for Gender Stereotypes : Does Madrasah Education Matter? Asadullah, M. Niaz Amin, Sajeda Chaudhury, Nazmul ISLAMIC EDUCATION GENDER NORMS GENDER EQUALITY INEQUALITY MADRASAHS GENDER STEREOTYPES SECONDARY EDUCATION 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 unrecognized madrasah students in particular, show unfavorable 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. 2018-11-13T18:17:38Z 2018-11-13T18:17:38Z 2018-01-11 Journal Article The Journal of Development Studies 0022-0388 http://hdl.handle.net/10986/30856 CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Taylor and Francis Publications & Research :: Journal Article Publications & Research South Asia Bangladesh
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
topic	ISLAMIC EDUCATION GENDER NORMS GENDER EQUALITY INEQUALITY MADRASAHS GENDER STEREOTYPES SECONDARY EDUCATION
spellingShingle	ISLAMIC EDUCATION GENDER NORMS GENDER EQUALITY INEQUALITY MADRASAHS GENDER STEREOTYPES SECONDARY EDUCATION Asadullah, M. Niaz Amin, Sajeda Chaudhury, Nazmul Support for Gender Stereotypes : Does Madrasah Education Matter?
geographic_facet	South Asia Bangladesh
description	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 unrecognized madrasah students in particular, show unfavorable 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.
format	Journal Article
author	Asadullah, M. Niaz Amin, Sajeda Chaudhury, Nazmul
author_facet	Asadullah, M. Niaz Amin, Sajeda Chaudhury, Nazmul
author_sort	Asadullah, M. Niaz
title	Support for Gender Stereotypes : Does Madrasah Education Matter?
title_short	Support for Gender Stereotypes : Does Madrasah Education Matter?
title_full	Support for Gender Stereotypes : Does Madrasah Education Matter?
title_fullStr	Support for Gender Stereotypes : Does Madrasah Education Matter?
title_full_unstemmed	Support for Gender Stereotypes : Does Madrasah Education Matter?
title_sort	support for gender stereotypes : does madrasah education matter?
publisher	Taylor and Francis
publishDate	2018
url	http://hdl.handle.net/10986/30856
_version_	1764473025531478016

Support for Gender Stereotypes : Does Madrasah Education Matter?

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