Can social groups impact schooling decisions? Evidence from castes in rural Senegal

• Published in: World development 2018-10, Vol.110, p.307-323
• Main Authors: Gueye, Ababacar S., Audibert, Martine, Delaunay, Valérie
• Format: Article
• Language: English
• Subjects: Caste; Castes; Children; Children’s education; Developed countries; Economics and Finance; Education; Group dynamics; Humanities and Social Sciences; Industrialized nations; Norms; Proximity; Rural areas; Rural communities; Rural schools; School attendance; Senegal; Social behavior; Social capital; Social factors; Social groups; Social identity; Social interaction; Social interactions; Sub-Saharan Africa
• ISSN: 0305-750X; 1873-5991
• DOI: 10.1016/j.worlddev.2018.06.002

•We examine how the educational behavior in the social group influences the decision to attend school for children in rural Senegal.•Social groups are constructed with caste and village membership.•We find that the schooling behavior in the social group has a high impact on individual attendance decision.•This impact is higher for the royal caste and for younger children.•Educational policies will depend on the channel through which the effect operates. Alongside classical determinants of education, there is a growing literature of social interactions in education which seems to be particularly concentrated in developed countries. This seems paradoxical as norms, culture and social capital appear to play a more important role in everyday life in Africa. We use a rich data set collected in Niakhar in rural Senegal, between 2001 and 2008 to study whether the school attendance of a child depends on the school attendance of other children in the same social group. Social groups are defined using geographical proximity and caste groups. While it is particularly difficult to empirically identify the impact of social group behavior, we take advantage of the temporal structure of the data to deal with a number of endogeneity issues. We rely moreover on different empirical strategies and placebo tests to argue that our results are not subject to confounding interpretations. Results show evidence of a strong and positive effect of social interactions on school attendance and the impact is greater for members of the highest caste.