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

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dc.contributor.advisorArmor, David J.
dc.contributor.authorMcCluskey, Neal
dc.creatorMcCluskey, Neal
dc.date.accessioned2013-08-09T15:39:43Z
dc.date.available2013-08-09T15:39:43Z
dc.date.issued2013
dc.description.abstractIt 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.extent135 pages
dc.identifier.urihttps://hdl.handle.net/1920/8271
dc.language.isoen
dc.rightsCopyright 2013 Neal McCluskey
dc.subjectPublic policy
dc.subjectEducation policy
dc.subjectSociology
dc.subjectContact Theory
dc.subjectDemocratic Education
dc.subjectEducation
dc.subjectSocial Capital
dc.titleEducation and Social Capital Maximization: Does Decentralization Hold the Key?
dc.typeDissertation
thesis.degree.disciplinePublic Policy
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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