Maternal Education, Parental Investment, and Noncognitive Characteristics in Rural China.

The importance of noncognitive skills in determining long-term human capital and labor market outcomes is widely acknowledged, but relatively little is known about how educational investments by parents may respond to children's noncognitive characteristics. This paper evaluates the parental response to noncognitive variation across siblings in rural Gansu Province, China, employing a household fixed effects specification; the noncognitive measures of interest are defined as the inverse of both externalizing challenges (behavioral problems and aggression) and internalizing challenges (anxiety and withdrawal). The results suggest that there is significant heterogeneity with respect to maternal education. More-educated mothers appear to compensate for differences between their children, investing more in a child who exhibits greater noncognitive deficits, while less-educated mothers reinforce these differences. Most important, we present evidence that these compensatory investments are associated with the narrowing of noncognitive deficits over time for children of more-educated mothers, while there is no comparable pattern in households with less-educated mothers. [ABSTRACT FROM AUTHOR]