| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w16939 |
| 来源ID | Working Paper 16939 |
| Education as Liberation? | |
| Willa Friedman; Michael Kremer; Edward Miguel; Rebecca Thornton | |
| 发表日期 | 2011-04-07 |
| 出版年 | 2011 |
| 语种 | 英语 |
| 摘要 | Scholars have long speculated about education's political impacts, variously arguing that it promotes modern or pro-democratic attitudes; that it instills acceptance of existing authority; and that it empowers the disadvantaged to challenge authority. To avoid endogeneity bias, if schooling requires some willingness to accept authority, we assess the political and social impacts of a randomized girls' merit scholarship incentive program in Kenya that raised test scores and secondary schooling. We find little evidence for modernization theory. Consistent with the empowerment view, young women in program schools were less likely to accept domestic violence. Moreover, the program increased objective political knowledge, and reduced acceptance of political authority. However, this rejection of the status quo did not translate into greater perceived political efficacy, community participation, or voting intentions. Instead, the perceived legitimacy of political violence increased. Reverse causality may help account for the view that education instills greater acceptance of authority. |
| 主题 | Health, Education, and Welfare ; Education ; Development and Growth ; Development ; Other ; Economic Systems |
| URL | https://www.nber.org/papers/w16939 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/574613 |
| 推荐引用方式 GB/T 7714 | Willa Friedman,Michael Kremer,Edward Miguel,et al. Education as Liberation?. 2011. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w16939.pdf（335KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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