Three essays on social capital, culture, and education.

Autor/in	Miehling, Daniela
Titel	Three essays on social capital, culture, and education.
Quelle	München: Universitätsbibliothek der Ludwig-Maximilians-Universität (2020), ix, 199 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Ludwig-Maximilians-Universität München, 2020.
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.5282/edoc.26634
URN	urn:nbn:de:bvb:19-266341
Schlagwörter	Bildung; Pädagogische Anthropologie; Bildungspolitik; Volksaufklärung; Geschichte (Histor); Sozialkapital; Dissertation
Abstract	This thesis consists of three chapters that shed further light on the interaction of social capital and education. I provide evidence on both channels: education decisions influence social capital and changing values are connected to education development. To inform the debate on social capital and add to our understanding of these issues, I first turn to history and then show a modern day quasi-natural experiment. First, Chapter 1 focuses on a pivotal point in time around the Industrial Revolution. Here I show that changing values and the spreading of modernised beliefs are connected to better educational outcomes later on by introducing the so-called Popular Enlightenment movement. Popular Enlightenment shows an unprecedented clear connection of how the change in values through Enlightenment encompassed all social classes and led to more emphasis of the importance of so-called useful knowledge and education for all of society. This chapter suggests how education may be influenced by cultural change. In Chapter 2 and 3, I turn towards the modern day and show causal evidence that education policy can affect social capital investment both negatively and positively. I use a large education reform in Germany, the so-called G8 ("Gymnasium in eight years") reform as a quasi-natural experiment. The reform reduced total years of schooling for academic-track high school students while leaving taught materials mostly unchanged. This impacted students´ engagement in social capital activities while they are at school, but increased incentives to do so in the form of a gap year after graduation. In Chapter 2, I show that the increased work load at school negatively affected volunteering in clubs and organisations in the short run as it reduced time for outside of school activities. Chapter 3, which is joint work with Felix Hagemeister, shows that the reform also had the unintended side-effect of increasing trust in European institutions. We hypothesise that this is due to the increase in gap year participation after graduation which is often used for going abroad, thus, increasing international exchanges. Both chapters on education policy show causal evidence how schooling optimisation can lead to changes in social capital. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2021/1