Publication at Faculty of Social Sciences |
2015
Abstract
This work focuses on how does sibling relationship affect test scores on standardized math. Specifically, I examined whether children with step sibling achieve worse results than those who have full siblings.
The underlying assumption is that the success performance can be affected by asymmetric division of resources which are related with the mother's and father's partnership history. Children with step siblings are less successful because they are in a worse position (economic, social, cultural) than children with only full siblings.
The analysis is based on two-child family using panel data from PISA-L 2003. The results suggest that living with both biological parents and step sibling can be the most disadvantageous combination.