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84
in Islamic and Buddhist countries, which are primarily in the Middle East and Asia.
Since this finding may not be what one would expect, it is important to verify that the
female populations studied here are in fact representative of the populations as a whole.
For example, if the Gallup Poll is only surveying educated women in the Middle East and
people with higher education are happier, then this difference could be due to data
limitations.
Table 2.6 compares the percent of the female population with only an elementary
education in the Gallup data to the United Nations Educational, Scientific, and Cultural
Organization’s (UNESCO’s) data (2011). There are large differences between Gallup and
UNESCO data in Burkina Faso, Kazakhstan, and Cambodia. The Gallup data contain a
larger percentage of the uneducated in Burkina Faso and Kazakhstan, which should drive
down happiness, rather than increase it. After excluding Burkina Faso and Kazakhstan,
the average difference increases to 0.17 for the Islamic countries. The patterns by
education presented in Table 2.4 remain the same.
So far, the evidence suggests that women are at least as happy as men in nearly all
countries studied, and the size of the female-male happiness gap is not correlated with a
country’s stage of development, geographic location, overall well-being, or even two
measures of women’s rights. The female-male happiness gap is larger in Islamic
countries and Buddhist countries and larger for more educated respondents compared to
less educated respondents in Asia, the transition countries, and the developed countries.
The reverse is true for Latin America and Africa. However, in all the developing regions,
women in all education categories are at least as happy as men. The cross-country
84
Object Description
| Title | Essays on health and well-being |
| Author | Zweig, Jacqueline Smith |
| Author email | smith2@usc.edu; jackiesmith04@yahoo.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Economics |
| School | College of Letters, Arts and Sciences |
| Date defended/completed | 2011-03-23 |
| Date submitted | 2011 |
| Restricted until | Restricted until 26 Apr. 2012. |
| Date published | 2012-04-26 |
| Advisor (committee chair) |
Easterlin, Richard A. Ham, John C. |
| Advisor (committee member) | Melguizo, Tatiana |
| Abstract | This dissertation is comprised of three chapters that use microeconometric techniques to investigate the factors that affect people’s well-being. In the first two chapters, well-being is defined as life satisfaction or health satisfaction. The first chapter explores how the movement from socialism to capitalism affected the life satisfaction and health satisfaction of East Germans relative to West Germans after reunification. The second chapter examines whether women are happier, less happy, or equally happy as men in countries at various stages of development. The third chapter examines whether pollution affects the academic performance of school children; their academic performance and achievements will have important implications for their future well-being. |
| Keyword | happiness; well-being |
| Geographic subject | Germany |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1990/2010; 2002/2008 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3782 |
| Contributing entity | University of Southern California |
| Rights | Zweig, Jacqueline Smith |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Zweig-4500 |
| Archival file | uscthesesreloadpub_Volume23/etd-Zweig-4500.pdf |
Description
| Title | Page 93 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 84 in Islamic and Buddhist countries, which are primarily in the Middle East and Asia. Since this finding may not be what one would expect, it is important to verify that the female populations studied here are in fact representative of the populations as a whole. For example, if the Gallup Poll is only surveying educated women in the Middle East and people with higher education are happier, then this difference could be due to data limitations. Table 2.6 compares the percent of the female population with only an elementary education in the Gallup data to the United Nations Educational, Scientific, and Cultural Organization’s (UNESCO’s) data (2011). There are large differences between Gallup and UNESCO data in Burkina Faso, Kazakhstan, and Cambodia. The Gallup data contain a larger percentage of the uneducated in Burkina Faso and Kazakhstan, which should drive down happiness, rather than increase it. After excluding Burkina Faso and Kazakhstan, the average difference increases to 0.17 for the Islamic countries. The patterns by education presented in Table 2.4 remain the same. So far, the evidence suggests that women are at least as happy as men in nearly all countries studied, and the size of the female-male happiness gap is not correlated with a country’s stage of development, geographic location, overall well-being, or even two measures of women’s rights. The female-male happiness gap is larger in Islamic countries and Buddhist countries and larger for more educated respondents compared to less educated respondents in Asia, the transition countries, and the developed countries. The reverse is true for Latin America and Africa. However, in all the developing regions, women in all education categories are at least as happy as men. The cross-country 84 |
