Iñaki Permanyer

A Critical Assessment of the UNDP’s Gender Inequality Index

This study critically reviews the Gender Inequality Index (GII), the new gender-related index proposed by the United Nations Development Programme (UNDP) in the 2010 Human Development Report, arguing that its particular construction limits its usefulness and appropriateness as a global gender inequality index. In particular, the functional form of the index is excessively and unnecessarily confusing. Moreover, the inclusion of indicators that compare the relative performance of women vis-à-vis men, together with absolute women-specific indicators, obscures even more the interpretation of an already complicated index and penalizes the performance of low-income countries. In order to overcome some of the identified limitations, this contribution defines a new composite index of gender inequality that incorporates the GII variables but uses a much simpler functional form. The results suggest that great caution should be exercised when interpreting and using the values of the GII.

The End of Hypergamy: Global Trends and Implications

The gender gap in education that has long favored men has reversed for young adults in almost all high and middle-income countries. In 2010, the proportion of women aged 25-29 with a college education was higher than that of men in more than 139 countries which altogether represent 86% of the worlds population. According to recent population forecasts, women will have more education than men in nearly every country in the world by 2050, with the exception of only a few African and West Asian countries (KC et al. 2010). The reversal of the gender gap in education has major implications for the composition of marriage markets, assortative mating, gender equality, and marital outcomes such as divorce and childbearing (Van Bavel 2012). In this work, we focus on its implications for trends in assortative mating and, in particular, for educational hypergamy: the pattern in which husbands have more education than their wives. This represents a substantial update to previous studies (Esteve et al. 2012) in terms of the number of countries and years included in the analysis. We present findings from an almost comprehensive world-level analysis using census and survey microdata from 420 samples and 120 countries spanning from 1960 to 2011, which allow us to assert that the reversal of the gender gap in education is strongly associated with the end of hypergamy and increases in hypogamy (wives have more education that their husbands). We not only provide near universal evidence of this trend but extend our analysis to consider the implications of the end of hypergamy for family dynamics, outcomes and gender equality. We draw on European microdata to examine whether women are more likely to be the breadwinners when they marry men with lower education than themselves and discuss recent research regarding divorce risks among hypogamous couples. We close our analysis with an examination of attitudes about women earning more money than their husbands and about the implications for children when a woman works for pay.

On the Measurement of Gender Equality and Gender‐related Development Levels

The aim of this paper is, first, to present an overall development index corrected for gender differences — the ‘Multidimensional Gender‐related Development Index’ (MGDI) — which can be viewed as an alternative to the Gender‐related Development Index. Secondly, to present a ‘Multidimensional Gender Equality Index’ (MGEI) that is not influenced by overall development levels. The new MGDI and MGEI are intended to overcome some of the shortcomings that characterize both the United Nations Development Programmes gender‐related indices — the Gender‐related Development and the Gender Empowerment Measure — and other indices that try to measure gender inequality by itself. This is accomplished through an innovative approach in which we first outline the theoretical properties of a reasonable gender equality measure and an overall development index corrected for gender differences, and then present an appropriate measure that contains all those properties at the same time.

The Impact of Educational Homogamy on Isolated Illiteracy Levels

In this article, we explore the impacts that education expansion and increased levels in educational homogamy have had on couples’ isolated illiteracy rates, defined as the proportion of illiterates in union that are married to an illiterate partner. First, we develop the methodology to decompose isolated illiteracy rates into two main components: one related to level of homogamy among illiterates, and the other related to the educational distribution of the spouses. Second, we use harmonized international census microdata from IPUMS and DHS data for 73 countries and 217 samples to investigate which of the two components is more important in shaping the level of isolated illiteracy. Our results indicate that the expansion of literacy has been more powerful than the increases in the tendency toward homogamy in its impact on isolated illiteracy rates. As the percentage of illiterates decreases over time, an increasingly large proportion of them marry literate individuals, showing that opportunities for intermarriage among illiterates expand despite the strengthening of homogamy.

Measuring Achievement and Shortfall Improvements in a Consistent Way

In measuring improvements over time of bounded variables, one can focus on achievements or shortfalls. However, rankings of alternative social states in terms of achievements and shortfalls do not necessarily mirror one another. We characterize axiomatically different families of achievement and shortfall improvement indices, and present the necessary and sufficient conditions under which they rank social states in a consistent way. Empirical illustrations using child mortality data from South Africa suggest that consistency between achievement and shortfall improvements in standards of living is not only a matter of theoretical import but is also a problem that can be encountered in practice to a large extent.

Human Development Index-like Small Area Estimates for Africa Computed from IPUMS-International Integrated Census Microdata

Abstract This paper analyzes 24 African census samples from 13 countries available via the African Integrated Census MicroData website to illustrate how microdata may be used to assess development and pinpoint basic human needs at local administrative levels over time. We calculate a Human Development Index-like measure for small administrative areas, where much of the responsibility lies for executing policies related to health, education and general well-being. The methodological proposals introduced in this paper are particularly pertinent for the case of Africa. While it is true that data for much of Africa is not appropriate for economic growth rates or per-capita income estimates, the analysis in this paper demonstrates that they are good enough for many other purposes. Indeed, a major aggravating problem that contributes to the “African statistical tragedy” is the lack of accessibility to existing census microdata. This paper aims to illustrate the usefulness of census microdata—which are vastly under-utilized in Africa—and hopefully contribute to make them more transparent and freely accessible.

Income and social polarization: theoretical approaches

The concept of polarization is related to the clustering of individuals forming groups in different parts of a given distribution. The existing relationship between polarization, socioeconomic stability and economic growth has contributed to motivating the interest in the study of polarization. In the empirical literature, polarization measures have often been used to explain episodes of social tension or conflict. This chapter aims at providing a wide overview of the different approaches that have been proposed so far in the conceptualization and measurement of polarization. Most contributions to the measurement of polarization can be classified into two categories: income polarization and social polarization measures. The former measure the extent to which individuals are clustered around local and opposing poles in the income distribution. The latter try to capture the notion of polarization related to non-income characteristics, such as ethnicity, race or religion. Both types of polarization measures are explored.

Longevity and Lifespan Variation by Educational Attainment in Spain: 1960–2015

For a long time, studies of socioeconomic gradients in health have limited their attention to between-group comparisons. Yet, ignoring the differences that might exist within groups and focusing on group-specific life expectancy levels and trends alone, one might arrive at overly simplistic conclusions. Using data from the Spanish Encuesta Sociodemográfica and recently released mortality files by the Spanish Statistical Office (INE), this is the first study to simultaneously document (1) the gradient in life expectancy by educational attainment groups, and (2) the inequality in age-at-death distributions within and across those groups for the period between 1960 and 2015 in Spain. Our findings suggest that life expectancy has been increasing for all education groups but particularly among the highly educated. We observe diverging trends in life expectancy, with the differences between the low- and highly educated becoming increasingly large, particularly among men. Concomitantly with increasing disparities across groups, length-of-life inequality has decreased for the population as a whole and for most education groups, and the contribution of the between-group component of inequality to overall inequality has been extremely small. Even if between-group inequality has increased over time, its contribution has been too small to have sizable effects on overall inequality. In addition, our results suggest that education expansion and declining within-group variability might have been the main drivers of overall lifespan inequality reductions. Nevertheless, the diverging trends in longevity and lifespan inequality across education groups represent an important phenomenon whose underlying causes and potential implications should be investigated in detail.

A Geography of Cohabitation in the Americas, 1970–2010

In this chapter, we trace the geography of unmarried cohabitation in the Americas on an unprecedented geographical scale in family demography. We present the percentage of partnered women aged 25–29 in cohabitation across more than 19,000 local units of 39 countries, from Canada to Argentina, at two points in time, 2000 and 2010. The local geography is supplemented by a regional geography of cohabitation that covers five decades of data from 1960 to 2010. Our data derive primarily from the rich collection of census microdata amassed by the Centro Latinoamericano y Caribeno de Demografia (CELADE) of the United Nations and from the IPUMS-international collection of harmonized census microdata samples (Minnesota Population Center, Integrated public use microdata series, international: Version 6.3 [Machine-readable database]. University of Minnesota, Minneapolis, 2014). Our analyses unveil a substantial amount of spatial heterogeneity both within and across countries. Despite the spectacular rise in cohabitation, its regional patterning has remained relatively unchanged over the last decades, which points to the presence of geo-historical legacies in the present patterns of unmarried cohabitation.

Why call it ‘equality’ when it should be ‘achievement’? A proposal to un-correct the ‘corrected gender gaps’ in the EU Gender Equality Index

This study critically reviews the new Gender Equality Index (GEI) proposed by the European Institute for Gender Equality (EIGE) in 2013, arguing that the way in which it has been defined can be misleading for its potential users. The GEI is defined to ensure that good scores in the index are reflective of both low gender gaps and high levels of overall achievement. The study finds that the GEI values are largely driven by differences in overall achievement levels between countries rather than by gender differences within them, a disturbing issue that unduly penalizes low-income countries for factors that are not related to gender norms or discriminatory practices and which might lead to the elaboration of ill-targeted policies. In order to overcome this problem, we introduce a new version of the GEI that gets rid of its achievement component and which is much simpler to interpret.