Document Type
Working Paper
Publication Date
2006
Abstract
Although access to primary education in Guatemala has increased in recent years, particularly in rural areas, levels of educational attainment and literacy remain among the lowest in Latin America. Inequalities in school access and grade attainment linked to ethnicity, gender, poverty, and residence remain. Age trends show that Mayan females are the least likely to ever enroll, and, if they do enroll, start school the latest and drop out earliest. Innovative programs for girls that combine instruction with social interaction in safe local community spaces may increase their educational attainment and their social networks and means of social support. In such programs, acquiring and mobilizing the support of the community and working with known and trusted Mayan organizations are likely to improve their cultural acceptability, effectiveness, and sustainability.
DOI
10.31899/pgy2.1029
Language
English
Recommended Citation
Hallman, Kelly, Sara Peracca, Jennifer Catino, and Marta Julia Ruiz. 2006. "Multiple disadvantages of Mayan females: The effects of gender, ethnicity, poverty, and residence on education in Guatemala," Policy Research Division Working Paper no. 211. New York: Population Council.
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Demography, Population, and Ecology Commons, Family, Life Course, and Society Commons, Gender and Sexuality Commons, Gender Equity in Education Commons, Inequality and Stratification Commons, International Public Health Commons, Race and Ethnicity Commons, Women's Health Commons