Gender inequality in schooling: the case of Turkey

Abstract

Drawing on recent research on education in developing countries, this article examines gender inequality in schooling in Turkey. Using a nationally representative sample of Turkish youths, it assesses the effects of macrostructure, family resources, and cultural attitudes and practices on primary and postprimary school attainment. The results show that while locality, family resources, and family structure and culture influence the education of both genders, girls' chances of postprimary schooling are greater if they live in metropolitan areas and in less patriarchal families. Birth-order comparisons indicate that older daughters are less likely to complete postprimary schooling than are their younger sisters. Girls' primary school attainment is facilitated by having other family members who help with child care. The findings are discussed in light of trends in Turkish society and their implications for future research.