Does Education Affect Attitudes towards Immigration?

Margaryan, Shushanik; Paul, Annemarie; Siedler, Thomas

doi:10.3368/jhr.56.2.0318-9372r1

Cited by 39 publications

(18 citation statements)

References 63 publications

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“…I start with a replication of PvW's main results using the Qualification and Career Survey (QaC). 3 A brief description of the data and empirical strategy is available in Online Appendix 2013), intergenerational transmission of education (Piopiunik, 2014), and even natives' attitudes towards immigrants, which persist beyond the treated generation (Margaryan et al, 2019). Related research for Germany also indicates positive wage returns to education beyond compulsory schooling (Kamhöfer et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Are there no wage returns to compulsory schooling in Germany? A reassessment

Cygan-Rehm

2021

J of Applied Econometrics

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This study replicates and challenges the finding of zero wage returns to compulsory schooling in Germany by Pischke and von Wachter (Review of Economics and Statistics, 90(3), 592-598), which is unusual in the literature yet widely cited and until now uncontradicted. I document that this finding is sensitive to minor changes in sample restrictions and model specification. Further results suggest that their estimates are potentially confounded by previously unconsidered institutional details. These findings render the conclusion that compulsory schooling in Germany yields no wage returns at a minimum controversial.

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Section: Resultsmentioning

confidence: 99%

Are there no wage returns to compulsory schooling in Germany? A reassessment

Cygan-Rehm

2021

J of Applied Econometrics

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“…Our empirical setup mimics the emerging research demonstrating education's pertinence in determining public attitudes towards immigration (D'Hombres ' and Nunziata, 2016;Finseraas et al, 2018;Cavaille and Marshall, 2019;Mazumder, 2019;Margaryan et al, 2021) and political institutions (Siedler, 2010;Cheruvu, 2020;Kunst et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Does education predict gender role attitudes?: Evidence from European datasets

Deole

Zeydanli

2021

SSRN Journal

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This paper presents the first empirical evidence of the causal impact of individuals' education on their attitudes towards traditional gender roles in Europe. We employ two national panel datasets from the UK and Switzerland and a repeated cross-sectional dataset with information from 13 Western European countries for the analysis. To estimate the causal impact of education on gender role attitudes, we exploit the exogenous variation in individuals' education induced by the compulsory school reforms implemented in European countries after World War II. Our results suggest that an additional year of education instigates egalitarian gender role attitudes equivalent of 0.1-0.3 of a standard deviation. While education's moderating effect is particularly prominent among women, we find no evidence of effect heterogeneity concerning individuals' religiosity. Our findings are robust to numerous checks performed and are briefly discussed for their policy relevance.

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“…In der Forschungsdebatte um die Ursachen von Einstellungen zu Immigranten und deren Integration in die Aufnahmegesellschaften lassen sich drei zentrale Argumentationslinien ausmachen (Ceobanu und (vgl. Hainmüller und Hiscox 2007;Schweitzer et al 2005, S. 171;Margaryan et al 2018). Anknüpfend an die frühen Überlegungen von Inglehart (1970) lässt sich das damit begründen, dass Bildung zu einer kognitiven Mobilisierung beitragen kann.…”

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What Determines Attitudes Toward the Consequences of the Reception of Refugees in Germany? Results from the GESIS Panel 2016

Reinhardt

Frings

2020

Polit Vierteljahresschr

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ZusammenfassungDie sogenannte Flüchtlingskrise ist eines der dominierenden Themen in Westeuropa und steht im Zusammenhang mit zunehmend erfolgreichen rechtspopulistischen Parteien und Bewegungen. Die deutsche Gesellschaft scheint gespalten zu sein in der Frage, ob die Aufnahme von Flüchtlingen für Deutschland mehr Chancen oder mehr Risiken mit sich bringt. Dieser Artikel analysiert die Frage nach den Gründen für eine optimistische bzw. pessimistische Sicht auf die Folgen der Flüchtlingsaufnahme. Anknüpfend an drei zentrale Erklärungsansätze der vergleichenden Forschung zu immigrationsbezogenen Einstellungen testen wir den Einfluss von sozioökonomischen Determinanten, kulturellen Determinanten (Ethnozentrismus und soziales Vertrauen) sowie von Kontakt mit Flüchtlingen. Datengrundlage bildet das GESIS-Panel 2016. Soziales Vertrauen, Ethnozentrismus und Kontakt erweisen sich als erklärungskräftige Determinanten. Insbesondere Ethnozentrismus hat einen starken Effekt auf die Einstellungen zu den Konsequenzen der Aufnahme von Flüchtlingen in Deutschland. Soziales Vertrauen wirkt offenbar weniger direkt, sondern eher indirekt, vermittelt über Ethnozentrismus.

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Does Education Affect Attitudes towards Immigration?

Cited by 39 publications

References 63 publications

Are there no wage returns to compulsory schooling in Germany? A reassessment

Are there no wage returns to compulsory schooling in Germany? A reassessment

Does education predict gender role attitudes?: Evidence from European datasets

What Determines Attitudes Toward the Consequences of the Reception of Refugees in Germany? Results from the GESIS Panel 2016

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