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dc.contributor.authorChong, Albertoen_US
dc.contributor.authorGradstein, Marken_US
dc.date.accessioned2010-02-24en_US
dc.date.accessioned2011-11-18T11:48:38Z-
dc.date.available2011-11-18T11:48:38Z-
dc.date.issued2009en_US
dc.identifier.urihttp://hdl.handle.net/10419/51515-
dc.description.abstractThis paper examines the causal link between education and democracy. Motivated by a model whereby educated individuals are in a better position to assess the effects of public policies and hence favor democracy where their opinions matter, the empirical analysis uses World Values Surveys to study the link between education and democratic attitudes. Controlling for a variety of characteristics, the paper finds that higher education levels tend to result in prodemocracy views. These results hold across countries with different levels of democracy, thus rejecting the hypothesis that indoctrination through education is an effective tool in non-democratic countries.en_US
dc.language.isoengen_US
dc.publisherInter-American Development Bank, Research Dep. Washington, DCen_US
dc.relation.ispartofseriesWorking paper // Inter-American Development Bank, Research Department 684en_US
dc.subject.jelI20en_US
dc.subject.jelI30en_US
dc.subject.jelY80en_US
dc.subject.ddc330en_US
dc.subject.keywordEducationen_US
dc.subject.keyworddemocracyen_US
dc.subject.stwBildungen_US
dc.subject.stwDemokratieen_US
dc.subject.stwÖffentliche Meinungen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwSchätzungen_US
dc.subject.stwWelten_US
dc.titleEducation and democratic preferencesen_US
dc.typeWorking Paperen_US
dc.identifier.ppn601744330en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US
Appears in Collections:Research Department Working Papers, Inter-American Development Bank

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