Women's schooling is strongly related to child survival and other
outcomes beneficial to children throughout the developing world,
but the reasons behind these statistical connections have been
unclear. In Literacy and Mothering, the authors show, for the first
time, how communicative change plays a key role: Girls acquire
academic literacy skills, even in low-quality schools, which enable
them, as mothers, to understand public health messages in the mass
media and to navigate bureaucratic health services effectively,
reducing risks to their children's health. With the acquisition of
academic literacy, their health literacy and health navigation
skills are enhanced, thereby reducing risks to children and
altering interactions between mother and child. Assessments of
these maternal skills in four diverse countries - Mexico, Nepal,
Venezuela, and Zambia - support this model and are presented in the
book. Chapter 1 provides a brief history of mass schooling,
including the development of a bureaucratic Western form of
schooling. Along with the bureaucratic organization of healthcare
services and other institutions, this form of mass schooling spread
across the globe, setting new standards for effective communication
- standards that are, in effect, taught in school. Chapter 2
reviews the demographic and epidemiological evidence concerning the
effects of mothers' education on survival, health, and fertility.
In this chapter, the authors propose a model that shows how women's
schooling, together with urbanization and changes in income and
social status, reduce child mortality and improve health. In
Chapter 3, the authors examine the concept of literacy and discuss
how its meanings and measurements have been changed by educational
research of the last few decades. Chapter 4 introduces the
four-country study of maternal literacy. Chapters 5, 6, and 7
present the findings, focusing on academic literacy and its
retention (Chapter 5), its impact on maternal health literacy and
navigation skills (Chapter 6), and changes in mother-child
interaction and child literacy skills (Chapter 7). Chapter 8
presents a new analysis of school experience, explores policy
implications, and recommends further research.
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