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Equality of opportunity is about leveling the playing field so that circumstances such as gender, ethnicity, place of birth, or family background do not influence a person's life chances. Success in life should depend on people's choices, effort and talents, not to their circumstances at birth. 'Measuring Inequality of Opportunities in Latin America and the Caribbean' introduces new methods for measuring inequality of opportunities and makes an assessment of its evolution in Latin America over a decade. An innovative Human Opportunity Index and other parametric and non-parametric techniques are presented for quantifying inequality based on circumstances exogenous to individual efforts. These methods are applied to gauge inequality of opportunities in access to basic services for children, learning achievement for youth, and income and consumption for adults.

\"This article is focused on financial-economic and socio-cultural factors in explaining differences in labour participation and working hours of Dutch mothers with diverging educational levels. The data used are taken from a survey held among approximately 1700 women in the Netherlands from two-parent households with children up to 12 years old. The models for participation and working hours are simultaneously estimated for different levels of education. It is found that socio-cultural factors have slightly more impact on the employment decisions of lower educated mothers compared to their higher educated counterparts, although the differences are only minor. Despite the level of education, socio-cultural factors appear to be more important in mothers' employment decisions than financial-economic factors. In addition, both factors are better predictors for mothers' decisions to participate than for their number of working hours; demographic variables are found to be the most important predictor for mothers' working hours.\" (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch. Die Untersuchung bezieht sich auf den Zeitraum 2004 bis 2004.

This report on voice and agency, which builds on the 2012 World Development Report, focuses on several areas key to women's empowerment: freedom from violence, control over sexual and reproductive health and rights, ownership and control of land and housing, and voice and collective action. It explores the power of social norms in dictating how men and women can and cannot behave, deterring women from owning property or working even where laws permit, for example, because those who do become outcasts. The report distills vast data and hundreds of studies to shed new light on constraints facing women and girls worldwide, from epidemic levels of gender-based violence to biased laws and norms that prevent them from owning property, working, and making decisions about their own lives. It highlights promising reforms and interventions from around the world and lays out an urgent agenda for governments, civil society, development agencies, and other stakeholders. Among its keys findings: girls with little or no education are far more likely to be married as children, suffer domestic violence, live in poverty, and lack a say over household spending or their own health care than better-educated peers, which harms them, their children, and communities.

Life chances explore the state of equality of opportunities in Turkey. It builds on the concepts and ideas presented in the World Development Report 2006: equity and development. The authors assess how today's distribution of wealth and the success of children in learning to read and write are shaped by the past, by factors predetermined at birth, factors over which today's children and families have no control: one's gender, parents' and grandparents' education, region and area of birth, or mother tongue. Some of the findings are stark, especially as they pertain to how the opportunities today's children have affect the future of the country: a girl born in a remote village to a poor family and parents with primary education degrees will very likely struggle in almost every area of her development. Compared with a boy born to well-off, highly educated parents in one of the urban centers in the country's west, that girl is four times as likely to suffer from low birth weight, one-third as likely to be immunized, and ten times as likely to have her growth stunted as a result of malnutrition. Similarly she has a one-in-five chance of completing high school, whereas the boy will likely finish school and move on to college. Life chances shows how investing in early childhood education has huge payoffs, for disadvantaged children as well as social and economic development at large. This book goes beyond tradeoffs between efficiency and equity. It shows that a focus on equity, equality of opportunities, can also lead to enhanced efficiency, once the productive capabilities of all citizens are nurtured to their fullest extent regardless of the luck of the draw at birth.

In developing countries, the issue of balancing work and family and its effect on women’s well-being has not yet been explored to the same extent as it has been in developed countries. This chapter focuses on the experiences of educated women in Iran in combining employment and childcare. Overall, this study demonstrates the severe tensions that exist between caring and working for women in Iran. It shows the strong gendered values around caring that inform both mothers’ and policy-makers’ approaches to work-family balance and women’s well-being and highlights, moreover, that female citizens in Iran are neither only workers nor only carers: they are both at the same time, as well as being wives. National childcare policies in the welfare regime of Iran specifically, and the Middle East generally, should provide more social facilities and introduce both formal and informal care arrangements, which would improve the level of women’s and children’s well-being.

Cesarean section delivery increases the cost, morbidity, and mortality of childbirth. Cesarean section rates vary nationwide with the highest rates occurring in the southern United States. The Department of Health and Human Services has published year 2000 objectives that include a 15% reduction in the cesarean section rate. This study identified factors contributing to cesarean section delivery among a cohort of college-educated black and white women in Davidson County, TN. Logistic regression models were applied to Linked Infant Birth and Death certificate data from 1990-1994. Data on singleton first births for 606 black women and 3661 white women completing 16 years of education were analyzed. College-educated African Americans were at a significantly higher risk of cesarean section delivery than whites. This difference could not be accounted for by controlling for all other variables. The geographic differences in cesarean section rates in this country may be the result of varying in provider practice styles, perceptions, or attitudes. Improving the health of women and children will require establishing a system of maternity care that is comprehensive, case-managed, culturally appropriate, and available to all women.

Strategies to reduce US infant mortality rates often focus on the black-white disparity in rates. Linked Infant Birth and Death Files for Davidson County, Tennessee, from 1990 through 1994 were used to determine infant outcomes for infants born to college-educated white and black women. Risks for adverse outcomes were identified by comparing infant deaths to live births using logistic regression analyses. The following variables entered the logistic model process: maternal and paternal age; race and education; nativity status; maternal risk factors; interpregnancy interval; parity; infant gender; tobacco or alcohol use; number of prenatal visits; trimester in which prenatal care began; marital status; gestational age; and birthweight. After adjustment for the effects of the other variables, a gestational age < 28 completed weeks of gestation was the most significant independent predictor of infant death. Black race was not identified as a significant predictor of infant mortality. Regardless of race, a decrease in infant mortality rates among college-educated women in this country depends on the prevention of preterm births. Strategies to diagnose early preterm labor must proceed from a comprehensive maternal care program for all women. Open channels of communication between patient and provider will form the cornerstone for preterm prevention-intervention programs. Analysis of state and local infant mortality data may identify regional differences in infant mortality rates and differences in risk factors associated with adverse infant outcomes.

Despite recent pronatalist policies in Hungary, the country has not boosted birth rates at the expected rate. Higher educated women still delay the transition to first birth, a smaller proportion of planned children are born than in Western European countries, and the level of childlessness has also been increasing. As a post‐socialist legacy, prevailing traditional family and gender norms strongly constrain the reconciliation of work and family roles, which can prevent women from realizing their childbearing intentions or drive them to live a childfree life. Qualitative studies about how the fertility decisions of women are formed are scarce, particularly in relation to male‐dominated high‐skilled professions, where the realization of family plans can be especially challenging. The present article explores the barriers to motherhood among female engineers. Results of 27 semi‐structured interviews with mainly childless female PhD students in 2014–2015 show that the women were subject to strong social expectations that negatively influenced their fertility plans. On the family side, these involve becoming a mother and being responsible for child care and household chores; on the work side, challenges include the knowledge‐intensiveness of jobs and a male career model that hardly tolerates the role of motherhood. As a result, the respondents had further delayed childbearing, forecast reconsidering family plans after first childbirth, and in one case, opted for voluntary childlessness. Women also reflected on how their fertility is at stake due to their postponed motherhood and the cumulative effects of hazardous laboratory work. Several intervention points are suggested to stakeholders.

Since the early 1990s, countries in the Middle East and North Africa (MENA) Region have made admirable progress in reducing the gap between girls and boys in areas such as access to education and health care. Indeed, almost all young girls in the Region attend school, and more women than men are enrolled in university. Over the past two decades, maternal mortality declined 60 percent, the largest decrease in the world. Women in MENA are more educated than ever before. It is not only in the protest squares that have seen women whose aspirations are changing rapidly but increasingly unmet. The worldwide average for the participation of women in the workforce is approximately 50 percent. In MENA, their participation is half that at 25 percent. Facing popular pressure to be more open and inclusive, some governments in the region are considering and implementing electoral and constitutional reforms to deepen democracy. These reforms present an opportunity to enhance economic, social, and political inclusion for all, including women, who make up half the population. However, the outlook remains uncertain. Finally, there are limited private sector and entrepreneurial prospects not only for jobs but also for those women who aspire to create and run a business. These constraints present multiple challenges for reform. Each country in MENA will, of course, confront these constraints in different contexts. However, inherent in many of these challenges are rich opportunities as reforms unleash new economic actors. For the private sector, the challenge is to create more jobs for young women and men. The World Bank has been pursuing an exciting pilot program in Jordan to assist young women graduates in preparing to face the work environment.

There is a need to better understand the experiences and perspectives of bilingual Latina teachers in U.S. schools. One way to gain a deeper understanding of bilingual Latina teachers is to examine their perspectives and experiences around being a well-educated person. A greater understanding of how teachers negotiate being well educated is important for considering tensions with conflicting values and worldviews around cultural constructs that shape role expectations, views of education, and social interactions. To build on existing studies and further theorize teacher identity-in-context, this qualitative study examines how bilingual Puerto Rican teachers conceptualize and enact notions of being a well-educated person. I utilized a combined interpretive framework (critical biculturalism, chicana/feminism, borderland theory) to analyze participants' personal, professional, and community knowledge. Like a braid, I viewed these three categories as separate, yet interwoven strands of identity. By including these three strands, my aim was to better understand the experiences and perspectives of teachers around a focus area that potentially challenges dominant views of being well educated. Findings demonstrate how participants affirm bilingual-bicultural stances and cultivate respectful resistance amidst multiple roles and changing contexts. More specifically, participants negotiate entangled contradictions around being bien educada and being well educated in their roles as daughters, wives, mothers, and teachers. Implications and recommendations for research and practice are discussed.