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1、SocialdivisionsinschoolparticipationandattainmentinIndiaMNAsadullahUniversityofReadingUKambhampatiUniversityofReadingFlorenciaLopezBooIDBThisversion:March15,2009Abstract:ThisstudydocumentsthesizeandnatureofHindu-Muslimgapsinschoolparticipationandattainm
2、entsinIndiadrawingupontworoundsofNationalSampleSurvey(NSS)data.Evenaftercontrollingforsocio-economicconditionsandparentalbackground,Muslimchildrenwerefoundtobesignificantlydisadvantagedintermsofschoolenrolmentandgradecompletionin1983.By2004,whilsttheseg
3、apshavebeennarrowed,significantgapsremain,particularlyingradecompletion:theMuslimdisadvantageinIndiatodayisgreaterthanobservedgendergapinschoolcompletion.WeconsideraspecifichypothesistoexplaintheseeducationaldisparitiesbetweenchildrenofIndia’stwolargest
4、religiousgroups–influenceofstateofresidence.Childschoolingregressionsyieldlargecoefficientsonstatedummiesevenaftercontrollingreligiousmembershipandobserveddifferencesinsocio-economicandfamilyconditionsofthechild.NeitheristhisMuslim“penalty”explainedbyon
5、e’sregionofresidence.Whilststateofresidencemattersforchildren’seducationinIndia,mostoftheMuslimeffectisfoundtobeawithin-statephenomenon.Nonetheless,weexploredtowhatextenttheobservedMuslimdisadvantageinIndiacanbeattributedtothedemographic,economic,politi
6、calandculturalaspectsofthatregion.Ouranalysisshowsthatcommonlyperceivedregion-specificexplanationsofMuslimdisadvantageinIndiadonothavemuchexplanatorypowereither.TheMuslimeffectremainsunchangedevenafternettingoutthecontributionofstatecharacteristicssucha
7、sextentofethnicfractionalisation,poverty,whethertheregionisSouthernandpoliticalcompetition.Keywords:Demandforeducation,religion,India.221.IntroductionAcknowledgingtheimportanceofeducationforeconomicgrowthandpovertyreduction,anumberofstudiesinrecentyears
8、havesoughttodocumenttheconstraintsfacinghouseholdsinIndiawithrespecttoinvestmentinchildren’seducation(e.g.PROBE,1999;DrezeandKingdon,2001;Kingdon,2007;Kochar,2004).Reasonsidentifiedforlowparticipationinthesestudiesrangefromfactor
