Sex differences in socioeconomic gradients of early childhood development in Colombia

• In Event: Poster Session 05
  In Poster Session: PS 05 Topic - Sex, Gender

Abstract

Different environmental, cultural, and biological factors interact to affect early child development (ECD) (Black et al., 2017; Center on the Developing Child, 2016). In this study, we explore the relation between ECD, socioeconomic status (SES) and sex. On the one hand, socioeconomic vulnerability has been identified as an important risk factor for ECD. Evidence from low- and middle-income countries (LMICs) shows an association between exposure to environmental adversities and problems in different areas of ECD (e.g., cognitive development and executive function) (Black et al., 2017). On the other hand, it is possible that sex differences in ECD are exacerbated by SES gaps. Studies suggest an interaction between sex and SES in relation to ECD (Webb et al.,2020; Figlio et al, 2019). However, these studies come from high-income countries and the literature on this topic in LMICs is incipient. Exploring these issues is particularly urgent in Latin America, where heteronormative values have been historically emphasized and accepted (Piña-Watson et al., 2014).

In Colombia, evidence shows developmental gaps between children in wealthier and poorer environments (Rubio-Codina et al., 2015; Schady, 2014), and the gender gap in academic achievement has been well documented for school years. In general, boys outperform girls in math and science tests, and girls outperform boys in reading tests (Abadía & Bernal, 2017; Correa, 2016; OECD, 2019). Furthermore, compared with other countries, the differences that favor girls are the smallest ones and the differences that favor boys are the biggest ones (OECD, 2019). Despite this scenario, there is a lack of studies in the country that aim at understanding sex differences in preschool years, and how SES vulnerability interacts with them. To address this gap, this study explored whether the relationship between SES and ECD is different for girls than it is for boys.

Data came from the National Study of Quality of Early Childhood in Colombia (Maldonado-Carreño et al., 2017). The sample was comprised of 2801 children (50.3% girls), aged between 36 to 72 months from low-income households in Colombia, with complete data in all outcomes and predictors. Child development was assessed using the International Development and Early Learning Assessment “IDELA” (Halpin et al., 2019; Pisani et al., 2015), which captures five dimensions: 1) Emerging Math, 2) Emerging Reading, 3) Socioemotional, 4) Motor, and 5) Self-regulation. Main predictors were child gender, which was dichotomous according to parent’s report, and an SES vulnerability index that combined household habitational conditions and assets. Children development was modeled as a OLS function of gender, SES vulnerability and their interaction (to capture gender heterogeneous effect of SES), while controlling for child’s age, parents’ education, and rurality. Preliminary results show that girls obtained higher average scores than boys on emerging literacy, motor skills and socioemotional skills, but lower at emerging math. We found negative relations between belonging to a vulnerable household, and emerging literacy and math. In addition, the household SES gradient was steeper for boys on emerging math. Our results will be discussed considering predictions from social cognitive models and public policy implications.

Authors

• Juan Camilo Cristancho, Universidad de los Andes (Uniandes)
  Presenting Author

• Maria Paula Benavides, Universidad de los Andes
  Non-Presenting Author

• Andrea Bustamante, Universidad de los Andes (Uniandes)
  Non-Presenting Author

• Carolina Maldonado-Carreño, Universidad de los Andes (Uniandes)
  Non-Presenting Author

• Natalia Galvis, Universidad de los Andes
  Non-Presenting Author