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The education-participation nexus: ...

Sondheimer, Rachel Milstein.

The education-participation nexus: Rethinking conventional wisdom with randomized and natural experiments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The education-participation nexus: Rethinking conventional wisdom with randomized and natural experiments.
作者:	Sondheimer, Rachel Milstein.
面頁冊數:	291 p.
附註:	Adviser: Donald P. Green.
附註:	Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1518.
Contained By:	Dissertation Abstracts International67-04A.
標題:	Political Science, General.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3214305
ISBN:	9780542653797

The education-participation nexus: Rethinking conventional wisdom with randomized and natural experiments.
Sondheimer, Rachel Milstein.

The education-participation nexus: Rethinking conventional wisdom with randomized and natural experiments. - 291 p.

Adviser: Donald P. Green.

Thesis (Ph.D.)--Yale University, 2006.

Chapters 4 through 6 consist of case studies of two randomized experiments and one natural experiment concerning educational attainment. I investigate whether or not these exogenous shocks to subjects' levels of schooling have any subsequent influence on civic and political participation. I find a generally positive relationship between education and participation, albeit with some caveats. In Chapter 7, I provide a preliminary evaluation of the causal mechanisms thought to connect schooling and participation, laying the groundwork for future investigation. I conclude in Chapter 8 with an analysis of the overarching results of the three experiments. I discuss the importance of parsing participation into specific activities and evaluating each type of activity on its own merits and provide avenues for further study of the education-participation nexus.

ISBN: 9780542653797Subjects--Topical Terms:

212408
Political Science, General.

The education-participation nexus: Rethinking conventional wisdom with randomized and natural experiments.
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520 # $a Chapters 4 through 6 consist of case studies of two randomized experiments and one natural experiment concerning educational attainment. I investigate whether or not these exogenous shocks to subjects' levels of schooling have any subsequent influence on civic and political participation. I find a generally positive relationship between education and participation, albeit with some caveats. In Chapter 7, I provide a preliminary evaluation of the causal mechanisms thought to connect schooling and participation, laying the groundwork for future investigation. I conclude in Chapter 8 with an analysis of the overarching results of the three experiments. I discuss the importance of parsing participation into specific activities and evaluating each type of activity on its own merits and provide avenues for further study of the education-participation nexus.
520 # $a In Chapters 1 through 3, I review a range of qualitative and quantitative interpretations of the education-participation nexus. In Chapter 1, I consider the extant empirical evidence as to whether "education matters" in the decision to participate in civic and political endeavors. While research touting the education-participation nexus is more salient within academic and popular circles, there is a case to be made that this relationship is in need of further investigation. In Chapter 2, I focus on interpretations of education and participation as well as an examination of their measurement. In Chapter 3, I discuss the problem of unobserved heterogeneity and offer a solution: the use of randomized and natural experiments in education.
520 # $a The positive effect of education on political participation is unique in the annals of political science in that it is almost universally acknowledged to exist. Political scientists and pundits alike view this link as inextricable despite persistent counterintuitive trends, including the coincidental increase in levels of educational attainment and decrease in levels of civic and political participation over the past fifty years, and failure to clarify the causal mechanisms that produce this strong relationship. In this work, I question the validity of observational findings touting education as "the universal solvent." I isolate the role of education from confounding influences by examining randomized and natural experiments concerning educational attainment.
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