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Intergenerational Mobility in Africa
Alberto Alesina1, Sebastian Hohmann1, Stelios Michalopoulos2
1Harvard University, IGIER, CEPR and NBER.
Econometrica : Journal of the Econometric Society
|September 12, 2022
Summary
Intergenerational mobility in African education varies greatly, with parental literacy and historical factors like colonial infrastructure significantly shaping disparities. Regional exposure, especially in childhood, improves educational outcomes for children from uneducated backgrounds.
Area of Science:
- Socioeconomic studies
- African development
- Educational attainment
Background:
- Understanding intergenerational mobility (IM) in educational attainment is crucial for addressing socioeconomic inequalities in Africa.
- Previous research has not comprehensively mapped IM across the continent or isolated the drivers of spatial disparities.
Purpose of the Study:
- To map intergenerational mobility in educational attainment across 27 African countries and over 2,800 regions since independence.
- To identify key correlates of spatial disparities in IM, including historical, geographical, and demographic factors.
- To disentangle the roles of spatial sorting versus independent regional effects on IM.
Main Methods:
- Analysis of census data from 27 African countries to map IM in educational attainment.
- Statistical analysis to identify correlates of IM, including colonial infrastructure, proximity to urban centers, and parental literacy.
- Sibling comparisons, analysis of displacement shocks, and historical migration data to isolate regional exposure effects on IM.
Main Results:
- Significant cross-country and within-country heterogeneity in IM, with parental literacy explaining approximately half of spatial disparities.
- Colonial investments (railroads, missions), proximity to capitals, and coastlines are strong correlates of IM.
- While spatial sorting is considerable, regional exposure effects are significant; an additional year in a high-mobility region before age 12 increases primary school completion likelihood for children of uneducated parents.
Conclusions:
- Geographic and historical factors established the foundation for spatial disparities in African educational mobility.
- These disparities are further entrenched by spatial sorting and the independent influence of regions on individual mobility.
- Targeted interventions in high-mobility regions could enhance educational attainment for disadvantaged children.
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