Tinabrodnikova

In the midst of an educational crisis in Latin America, there is a gender gap present within the schooling system. Various regions in Latin American countries are affected differently by the gap due to inter-sectional factors, such as economic state and societal beliefs. Generally, higher dropout rates plague rural regions, where children are pressured to work, opposed to suburban regions. Generally, rural areas lack the relative amount of resources that urban areas have, and families living in these areas experience poverty at greater frequencies. Their economic disadvantage leads these families to send their male children to school, rather than female children, when they are given the option. This decision has resulted in lower enrollment rates in school for female children. The gap in enrollment is present starting from basic education, which has been defined in literature as the stage of education that encompasses childhood education, primary school, and early stages of secondary school. Research suggests greater prevalence of gender differences in higher education. Generally, early education is free and higher education requires tuition costs. Consequently, enrollment rates are more dependent on income levels instead of gender. Even among the wealthiest group of individuals, females are less likely to participate in higher education than males.

In previous decades, females achieved lower levels and less years of education than males, even in more economically developed countries. However, as time progressed, the gender gap began to shrink at a rate of approximately 0.27 years of schooling per decade. From the 1960’s, the gap began to shift towards the favor of females; females are attending more years of school and differences in enrollment rates between the sexes are diminishing.

Societal expectations of boys and girls in these countries have a major influence on these dropout rates. The gender roles created by society often vary across cultures, as do the expectations of the type of responsibilities that female and male children will take on in the household. Boys are expected to provide for the household under domestic economic strain. Despite having a higher enrollment rate, male children experience higher dropout rates and attain lower levels of education. Similarly, female children in rural regions experience higher dropout rates after domestic emergencies, in order to care for the family and household. However, when granted the opportunity, females contribute to higher promotion rates and are less likely to repeat years of schooling. Differences due to societal expectations still exist in more economically advantaged Latin American countries and regions, but at lower rates and with more equality between the sexes.

The gender gap in education also contributes to the unique experience of migrants from Latin America. If young adults and children anticipate that they will be migrating, then they are less likely to attend to school in their native country, and less likely to value its importance. A common belief, cited as a reason for this phenomenon, is that they feel education will not make a difference when they are working overseas (Tracking the Latino gender gap). Contrarily, individuals who have access to education, and obtain an education in their native country, view the importance of education upon migration differently. These individuals believe that education will bring about more opportunities for them upon migration (Tracking the Latino gender gap). Whether or not one views education as a beneficial factor to their migration is likely due to their cultural norms, which encourage different roles for boys and girls. Women are expected to care of their parents, for those who assume the cycle continues when they have children and takes away the desire or expectation to attend school (Bringing Gender In). First generation immigrant women are most influenced by the more liberal social norms in the United States; they are presented with higher availability of education and employment. Once in the United States, 54% are employed outside of their homes, and 87% of those who are employed outside the home work in jobs consistent with their gender roles. Typically, women working these jobs did not receive an education in their native country (Tracking the Latino Gender Gap). Men are also influenced by the opportunities that women have in the country, as they are used to being granted the educational and employment opportunities back home. Upon migration to the United States, men long to go back to their native country earlier than women. Gender roles create a sense of power among men, and being presented with liberal gender roles for women often takes away the sense of power they may have felt back home (Bringing Gender In). Factors such as income, cultural beliefs, and region influence how one experiences the gender differences that accompany education and migration.