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Education and Social Capital Maximization: Does Decentralization Hold the Key?

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dc.contributor.advisor Armor, David J.
dc.contributor.author McCluskey, Neal
dc.creator McCluskey, Neal en_US
dc.date.accessioned 2013-08-09T15:39:43Z
dc.date.available 2013-08-09T15:39:43Z
dc.date.issued 2013 en_US
dc.identifier.uri https://hdl.handle.net/1920/8271
dc.description.abstract It is generally believed that government-run schooling is necessary to achieve social cohesion; diverse children must learn common values, a common culture, and have contact with members of different groups to render society cohesive; and only government-controlled schooling can guarantee that. But appreciable anecdotal and historical evidence belies this, suggesting that putting diverse people in one schooling system may create more net division than cohesion. This research looks at the question empirically, assessing education governance in numerous nations and determining its effect on generalized trust. It finds no significant direct effects of education structure on trust, but significant indirect effects.
dc.format.extent 135 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2013 Neal McCluskey en_US
dc.subject Public policy en_US
dc.subject Education policy en_US
dc.subject Sociology en_US
dc.subject Contact Theory en_US
dc.subject Democratic Education en_US
dc.subject Education en_US
dc.subject Social Capital en_US
dc.title Education and Social Capital Maximization: Does Decentralization Hold the Key? en_US
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Public Policy en
thesis.degree.grantor George Mason University en


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