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Curriculum and Ideology

Author

Listed:
  • Davide Cantoni
  • Yuyu Chen
  • David Y. Yang
  • Noam Yuchtman
  • Y. Jane Zhang

Abstract

We study the causal effect of school curricula on students’ stated beliefs and attitudes. We exploit a major textbook reform in China that was rolled out between 2004 and 2010 with the explicit intention of shaping youths’ ideology. To measure its effect, we present evidence from a novel survey we conducted among 2000 students at Peking University. The sharp, staggered introduction of the new curriculum across provinces allows us to identify the effects of the new educational content in a generalized difference in differences framework. We examine government documents articulating desired consequences of the reform, and identify changes in textbook content and college entrance exams that reflect the government’s aims. These changes were often effective: study under the new curriculum is robustly associated with changed views on political participation and democracy in China, increased trust in government officials, and a more skeptical view of free markets.

Suggested Citation

  • Davide Cantoni & Yuyu Chen & David Y. Yang & Noam Yuchtman & Y. Jane Zhang, 2014. "Curriculum and Ideology," CESifo Working Paper Series 4779, CESifo.
  • Handle: RePEc:ces:ceswps:_4779
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    More about this item

    Keywords

    schooling curricula; indoctrination; ideology; beliefs; China;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • P36 - Political Economy and Comparative Economic Systems - - Socialist Institutions and Their Transitions - - - Consumer Economics; Health; Education and Training; Welfare, Income, Wealth, and Poverty

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