Relación entre la educación y las preferencias de fecundidad en México: lecciones de Italia
DOI:
https://doi.org/10.24201/edu.v39i1.2192Palabras clave:
transición de la fecundidad, preferencias de fecundidad, intenciones de fecundidad, México, Italia, educaciónResumen
La educación es un determinante importante de las preferencias reproductivas, pero la evolución de su papel en los países con diferentes niveles de transición de la fecundidad ha sido poco investigada, en gran medida debido a la falta de datos adecuados. Este documento analiza el papel de la educación como determinante de las preferencias de fecundidad en México, un país que se acerca rápidamente al final de la transición de la fecundidad, aunque con diferencias territoriales sustanciales. Esta información se contrasta con la evidencia de una nación con muy baja fecundidad, Italia, utilizando en ambos casos datos de encuestas. Los resultados indican que existe una relación negativa persistente en México entre las preferencias de fecundidad y el nivel educativo. Sin embargo, un análisis más refinado por áreas territoriales revela que, en las regiones más desarrolladas –como la Ciudad de México–, la relación se está revirtiendo, mostrando que, entre las mujeres con mayor nivel educativo, hay una actitud favorable a tener un hijo más, similar a la observada en Italia, donde el efecto de una mayor educación en las intenciones de fecundidad es positivo.
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