Culture, Institutions and the Gender Gap in Competitive Inclination: Evidence from the Communist Experiment in China
In: The economic journal: the journal of the Royal Economic Society, Band 129, Heft 617, S. 509-552
ISSN: 1468-0297
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In: The economic journal: the journal of the Royal Economic Society, Band 129, Heft 617, S. 509-552
ISSN: 1468-0297
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In: UNSW Business School Research Paper Forthcoming
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In: NBER Working Paper No. w23110
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Social scientists have long viewed the decision to protest as strategic, with an individual's participation a function of their beliefs about others' turnout. We conduct a framed field experiment that recalibrates individuals' beliefs about others' protest participation, in the context of Hong Kong's ongoing antiauthoritarian movement. We elicit subjects' planned participation in an upcoming protest and their prior beliefs about others' participation, in an incentivized manner. One day before the protest, we randomly provide a subset of subjects with truthful information about others' protest plans and elicit posterior beliefs about protest turnout, again in an incentivized manner. After the protest, we elicit subjects' actual participation. This allows us to identify the causal effects of positively and negatively updated beliefs about others' protest participation on subjects' own turnout. In contrast with the assumptions of many recent models of protest participation, we consistently find evidence of strategic substitutability. We provide guidance regarding plausible sources of strategic substitutability that can be incorporated into theoretical models of protests.
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In: Journal of political economy, Band 125, Heft 2, S. 338-392
ISSN: 1537-534X
In: Journal of political economy, Band 125, Heft 2, S. 338-392
We study the causal effect of school curricula on students' stated beliefs and attitudes. We exploit a major textbook reform in China that was rolled out between 2004 and 2010 with the explicit intention of shaping youths' ideology. To measure its effect, we present evidence from a novel survey we conducted among 2000 students at Peking University. The sharp, staggered introduction of the new curriculum across provinces allows us to identify the effects of the new educational content in a generalized difference in differences framework. We examine government documents articulating desired consequences of the reform, and identify changes in textbook content and college entrance exams that reflect the government's aims. These changes were often effective: study under the new curriculum is robustly associated with changed views on political participation and democracy in China, increased trust in government officials, and a more skeptical view of free markets.
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