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Math skills and market and non-market outcomes: Evidence from an Amazonian society of forager-farmers
Institution:1. Heller School for Social Policy and Management, Brandeis University, MS035, 415 South Street, Waltham, MA 02454-9110, USA;2. Department of Economics, Sociology, and Population Studies Center, University of Pennsylvania, 3718 Locust Walk, Philadelphia, PA 19104-6297, USA;3. Child Study Center, Department of Psychology, Department of Epidemiology & Public Health, Yale University, 333 Cedar Street, New Haven, CT 06510-1124, USA;4. Department of Anthropology, University of Florida, 2014 Turlington Hall, Gainesville, FL 32611, USA;5. Tsimane’ Amazonian Panel Study, Correo Central, San Borja, Beni, Bolivia;1. Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, SP, Brazil;2. Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, SP, Brazil;3. Escola de Enfermagem EEUSP, Universidade de Sao Paulo, Sao Paulo, SP, Brazil;4. Goiania Neurological Institute, Goiania, GO, Brazil;1. Department of Psychiatry, Psychosomatics and Psychotherapy, University Hospital Wuerzburg, Wuerzburg, Germany;2. Department of Psychiatry, Psychosomatics and Psychotherapy, University Hospital Frankfurt, Frankfurt am Main, Germany;1. Department of Diagnosis and Surgery, Paulista State University (UNESP), Araraquara, São Paulo, Brazil;2. Oral Pathology, Department of Stomatology, Public Oral Health and Forensic Dentistry, School of Dentistry of Ribeirão Preto, University of São Paulo, Ribeirão Preto, São Paulo, Brazil;1. Laboratorio de Tuberculosis Bovina, Instituto de Biotecnología, CICVyA INTA-Castelar Hurlingham (CP 1686), Argentina;2. Universidad de Buenos Aires, Consejo Nacional de Investigaciones Científicas y Técnicas, Instituto de Microbiología y Parasitología (IMPAM), Facultad de Medicina, Buenos Aires (C1121ABG), Argentina;3. Banco de Sangre Central, Provincia de Misiones, Posadas, Misiones, Argentina;4. Laboratorio de Bioquímica, «A.A. Puca», Abra Pampa, Jujuy, Argentina;5. Instituto Nacional de Parasitología, «Dr. Mario Fatala Chaben», Buenos Aires, Argentina;6. Laboratorio Central del Hospital Público, «Dr. Guillermo Rawson», Ministerio de Salud Pública, San Juan, Argentina;7. Área Inmunología y Virología Clínica, Cátedra de Microbiología Clínica, Departamento de Bioquímica Clínica, FFyB, Universidad de Buenos Aires, Buenos Aires, Argentina;8. Universidad de Buenos Aires, Consejo Nacional de Investigaciones Científicas y Técnicas, Instituto de Investigaciones Biomédicas en Retrovirus y Sida (INBIRS), Facultad de Medicina, Buenos Aires, Argentina;1. Gertrude''s Children''s Hospital, P.O Box 42325-00100, Nairobi, Kenya;2. Kenya Paediatric Association, P.O Box 45820–00100, Nairobi, Kenya;3. Aga Khan University Hospital, Nairobi, Kenya;4. Division of Adolescent and School Health, Ministry of Health, Nairobi, Kenya;5. KEMRI-Wellcome Trust Research Programme, Nairobi, Kenya
Abstract:Research in industrial nations suggests that formal math skills are associated with improvements in market and non-market outcomes. But do these associations also hold in a highly autarkic setting with a limited formal labor market? We examined this question using observational annual panel data (2008 and 2009) from 1121 adults in a native Amazonian society of forager-farmers in Bolivia (Tsimane’). Formal math skills were associated with an increase in wealth in durable market goods and in total wealth between data collection rounds, and with improved indicators of own reported perceived stress and child health. These associations did not vary significantly by people's Spanish skills or proximity to town. We conclude that the positive association between math skills and market and non-market outcomes extends beyond industrial nations to even highly autarkic settings.
Keywords:Economic development  Educational economics  Human capital
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