Identity and Schooling: Some Lessons for the Economics of Education
Abstract
This review culls noneconomic literature on education--by sociologists, anthropologists, and practitioners to present a new economic theory of students and schools. This theory elaborates two themes that have eluded economic analysis. First is the student as decision-maker whose primary motivation is her identity. Second is a conception of the school as a social institution. This framework suggests a new perspective on questions such as resource allocation and school reform. It explains why some educational policies succeed and others fail. We show how sociological variables may affect outcomes, and suggest ways economists can incorporate them into theoretical and empirical research.Download Info
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Bibliographic Info
Article provided by American Economic Association in its journal Journal of Economic Literature.
Volume (Year): 40 (2002)
Issue (Month): 4 (December)
Pages: 1167-1201
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Handle: RePEc:aea:jeclit:v:40:y:2002:i:4:p:1167-1201
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For corrections or technical questions regarding this item, or to correct its listing, contact: (Jane Voros) or (Michael P. Albert).
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