Differences in Education and Earnings Across Ethnic Groups in Guatemala

Abstract

Most of the research on ethnicity in Central America looks at two groups: indigenous and nonindigenous populations. While indigenous people are disadvantaged relative to the nonindigenous group, the many groups that make up the indigenous population are often times not very similar in terms of personal and group characteristics. But the differences within these groups are important for public policy. Ethnic groups' experience depends on many factors besides education and skills levels. These additional factors may include what has come to be known as "ethnic capital." That is, the socioeconomic performance of today's workers depends not only on parental skills, but also on the average skills of the ethnic group in the parent's generation. In the United States, when data on ethnic groups is broken down, the black-white comparison may be too simple a characterization. It is argued here that the indigenous-nonindigenous comparison in Guatemala is too simple. Guatemala's household survey, which utilizes two questions to determine an individual's ethnicity (self-perception and language), is used here to examine the question of ethnicity in terms of schooling attainment, earnings and the returns to schooling. The following hypothesis is tested: do higher levels of schooling correspond to higher returns to schooling? Dividing the indigenous sample into the main ethnic groups produces widely different and dramatic results in terms of schooling, earnings and the returns to schooling. Higher levels of schooling correspond to higher returns to schooling by ethnic group. Thus there may be a need to target interventions appropriately to the specific ethnic group in question.

JEL Classification: J31, J71, J15