Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/51515 
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dc.contributor.authorChong, Albertoen
dc.contributor.authorGradstein, Marken
dc.date.accessioned2010-02-24-
dc.date.accessioned2011-11-18T11:48:38Z-
dc.date.available2011-11-18T11:48:38Z-
dc.date.issued2009-
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
dc.language.isoengen
dc.publisher|aInter-American Development Bank, Research Department |cWashington, DCen
dc.relation.ispartofseries|aWorking Paper |x684en
dc.subject.jelI20en
dc.subject.jelI30en
dc.subject.jelY80en
dc.subject.ddc330en
dc.subject.keywordEducationen
dc.subject.keyworddemocracyen
dc.subject.stwBildungen
dc.subject.stwDemokratieen
dc.subject.stwÖffentliche Meinungen
dc.subject.stwBildungsniveauen
dc.subject.stwSchätzungen
dc.subject.stwWelten
dc.titleEducation and democratic preferences-
dc.typeWorking Paperen
dc.identifier.ppn601744330en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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