In this paper we use a unique data-set on criminal behavior to analyze the effects of education on offences and crimes committed. The findings suggest that substantial savings on the social costs of crime can be obtained by investing in education. We find that the probability of committing crimes like shop lifting, vandalism and threat, assault and injury decrease with years of education. The probability of committing tax fraud, however, increases with years of education. We further find that higher educated people have more permissive attitudes and social norms towards criminal behavior.
Abstract We study the effect of education on equity ownership in the form of stocks or mutual funds (outside of retirement accounts). We find a causal effect of education on stockholding using the number of colleges in the county where the respondent grew up as an instrument and data from the Panel Study of Income Dynamics. The effect is particularly strong for whites from non-privileged backgrounds. We explore the channels through which education affects equity holdings using the Wisconsin Longitudinal Survey and find that, controlling for family fixed effects, increased cognition and features associated with having a white collar job appear to be the main channels.
In: Political analysis: PA ; the official journal of the Society for Political Methodology and the Political Methodology Section of the American Political Science Association, Volume 15, Issue 4, p. 446-464
Numerous studies demonstrate that the highly educated are more likely to vote. The literature has not determined, however, why this is the case. The panel structure of the Current Population Survey allows us to exploit exogenous life cycle differences across otherwise similar cohorts, so that the marginal effect of education can be isolated from unobserved correlated factors. We find that an additional year of schooling has very little impact on voter turnout.
In: Political analysis: official journal of the Society for Political Methodology, the Political Methodology Section of the American Political Science Association, Volume 15, Issue 4, p. 446-464
A critical reexamination of a widely cited analysis of mass belief systems by political scientist, N. Nie & K. Andersen ("Mass Belief Systems Revisited: Political Change and Attitude Structure," Journal of Politics, 1974, 36, 540-591). Serious questions are raised concerning the validity of the salience-of-politics hypothesis that has been frequently invoked to account for the dramatic growth of political attitude consistency in the American electorate since the 1950's. By reconceptualizing the consistency or "constraint" construct in line with its original ideological underpinnings--as formulated by political sociologist, P. Converse (see SA 0850/C4988), in this thesis on mass belief systems--& by carrying out a more refined secondary analysis of data from the 1964, 1968, & 1972 Mich national election studies, a case is made for rising levels of educational attainment as the major factor explaining long-term changes in the structural characteristics of American political ideology. A discussion is presented of the implication of these trends for an ideological realignment of the major political parties in the US. 4 Tables. AA.
Purpose – This study is concerned with the separate output effects of female and male education, as well as output effects of the educational gender gap. Several recent empirical studies have examined the gender effects of education on economic growth or on output level using the much exploited, familiar cross-country data. This paper aims to undertake a similar study of the gender effects of education on economic growth using a panel data across the provinces of Turkey for the period 1975-2000.
Design/methodology/approach – The theoretical basis of the estimating equations is the neoclassical growth model augmented to include separate female and male education capital and health capital variables. The methodology the authors use includes robust regression on pooled panel data controlling for regional and time effects. The results are found to be robust to a number of sensitivity analyses, such as elimination of outlier observations, controls for simultaneity and measurement errors, controls for omitted variables by including regional dummy variables, steady-state versus growth equations and different samples of developed and less-developed provinces of Turkey.
Findings – The main findings indicate that female education positively and significantly affects the steady-state level of labor productivity, while the effect of male education is in general either positive or insignificant. Separate examination of the effect of educational gender gap was to reduce output.
Originality/value – As evident in the literature, there is controversy surrounding the gender effects of education on growth. This paper provides new evidence on this issue from the perspective of a single country rather than a cross-country viewpoint.
