Winner of the 2013 Eleanor Maccoby Award from APA Division 7
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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