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Household Structure and Child Education in Cambodia
Patrick Heuveline1, Savet Hong1
1California Center for Population Research (CCPR), University of California, Los Angeles (UCLA).
International Journal of Population Studies
|November 18, 2020
Summary
Children living with both biological parents in Cambodia show better educational outcomes. However, the presence of grandparents significantly reduces or eliminates these benefits, indicating a complex role of extended family in child development.
Area of Science:
- Sociology
- Development Economics
- Education Policy
Background:
- Household structure significantly impacts child development and educational attainment.
- The phenomenon of
Purpose of the Study:
- To investigate the relationship between household structure and educational outcomes in Cambodia.
- To compare findings with existing research from Western countries.
- To explore the moderating role of grandparents in this relationship.
Main Methods:
- Statistical analysis of household survey data from Cambodia.
- Controlling for household characteristics and grandparental presence.
- Assessing enrollment, grade-for-age appropriateness, and literacy.
Main Results:
- Children residing with both biological parents demonstrate higher school enrollment, appropriate grade placement, and literacy rates.
- These positive effects are comparable in magnitude to those observed in Western nations.
- The educational benefits of residing with both parents diminish or disappear when grandparents are present in the household.
Conclusions:
- Household structure is a significant determinant of educational success in Cambodia.
- The presence of grandparents plays a crucial role, potentially mitigating or altering the impact of parental presence.
- Further research is needed to understand the nuanced effects on children not living with either parent.
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