Abstract
Studies from US data have found mixed results regarding sibling sex composition effects and educational outcomes. Some researchers have found that sisters hurt women's education, others have found the opposite, and some have found no effects. This paper reviews the theoretical foundations for sibling sex composition effects and tests the theories using British data, on a sample of children born between 3 and 9 March 1958, from the National Child Development Survey. Methods from previous studies are replicated and extensions considered for ability, credit constraints, and family size. No sibling sex composition effects are found, but estimation results support the quantity-quality model.
| Original language | English |
|---|---|
| Pages (from-to) | 67-96 |
| Number of pages | 30 |
| Journal | Labour |
| Volume | 23 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2009 |