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Like Father, Like Son? Intergenerational Educational Mobility in India.

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  • 1Department of Economics, Oklahoma State University, 326 Business Building, Stillwater, OK, 74078, USA. mazam@okstate.edu.

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|October 22, 2015
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Summary

Educational persistence in India has declined over time, with gains primarily benefiting children of less-educated fathers. However, this trend differs when analyzing correlation versus regression coefficients, showing increased persistence at the top of the educational distribution.

Keywords:
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Area of Science:

  • Sociology
  • Economics
  • Education

Background:

  • Intergenerational educational attainment is crucial for social mobility.
  • Understanding trends in educational persistence is key to analyzing societal equity.
  • Previous studies often use single measures of persistence, potentially masking complex dynamics.

Purpose of the Study:

  • To analyze the evolution of intergenerational educational attainment in India.
  • To examine trends in educational persistence across different birth cohorts, castes, and states.
  • To reconcile discrepancies between different measures of educational persistence.

Main Methods:

  • Creation of a unique son-father matched dataset from the India Human Development Survey (IHDS).
  • Analysis of educational persistence using regression coefficients and correlation.
  • Decomposition of intergenerational correlation to identify sources of change.

Main Results:

  • Educational persistence, measured by regression coefficient, has declined over time.
  • Increases in average educational attainment are driven by individuals from less-educated family backgrounds.
  • Intergenerational correlation shows no declining trend, with persistence increasing at the top of the father's education distribution.

Conclusions:

  • The decline in educational persistence is concentrated at the lower end of the father's education distribution.
  • Persistence has increased at the higher end of the father's education distribution, suggesting growing educational inequality.
  • Policy interventions may be needed to ensure equitable educational opportunities across all socioeconomic strata.