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DTSTART;TZID=Europe/Helsinki:20231017T110000
DTEND;TZID=Europe/Helsinki:20231017T123000
DTSTAMP:20260724T113030
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SUMMARY:Andreas KOTSADAM (University of Oslo) - The Social Transmission of Authoritarian Regime Preferences: Evidence from Field and Survey Experiments
DESCRIPTION:Sociology seminar – Thursdays\nTime: 11:00 am – 12:30 pm \nDate: 17th October 2023\nPlace: room 1003 + ZOOM \nZOOM  : https://zoom.us/j/95438122710?pwd=MUFrR2d3U0xSaE93OFlXNlFvTVcrZz09 \nAndreas Kotsadam (University of Oslo) – The Social Transmission of Authoritarian Regime Preferences: Evidence from Field and Survey Experiments\nAbstract: \nWe explore the social basis of authoritarian orientations\, proposing that the social environment shapes anti-democratic regime preferences for a strong leader. We test this proposition through a pre-registered field and survey experiment in the Norwegian Armed Forces\, randomly assigning soldiers to different rooms. We find that individuals accurately perceive the opinion climate in their rooms and that\, more importantly\, many individuals changed their own privately reported authoritarian attitudes in line with with their peers. In particular\, random assignment to roommates with higher levels of authoritarian orientations increased soldiers’ own authoritarianism. Further survey-experimental evidence among soldiers and the general population confirms that learning about others’ authoritarianism levels changed both perceptions and attitudes. Our results suggest that authoritarian regime preferences have a social basis rather than only being a deeply held orientation\, and that desires for a strong leader could spread by social contagion in established democracies. \n  \n  \n  \nOrganizers: Annina Cleasson\, Paola Tubaro\, Patrick Präg (CREST Sociology unit) \n  \nSponsors: CREST \n  \n
URL:https://crest.science/event/andreas-kotsadam-university-of-oslo-the-social-transmission-of-authoritarian-regime-preferences-evidence-from-field-and-survey-experiments/
CATEGORIES:Sociology
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DTSTART;TZID=Europe/Helsinki:20231017T121500
DTEND;TZID=Europe/Helsinki:20231017T133000
DTSTAMP:20260724T113030
CREATED:20230802T093322Z
LAST-MODIFIED:20231005T040242Z
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SUMMARY:Gabrielle Fack (Paris Dauphine) - "How do Students Respond to Partial Information on Graduation Chances? Evidence from University Admissions in France"
DESCRIPTION:Applied Micro Seminar : Every Tuesday \nTime: 12:15 pm – 13:30 pm\nDate: 17th of October\nRoom : 3001 \n  \nGabrielle Fack (Paris Dauphine) – How do Students Respond to Partial Information on Graduation Chances? Evidence from University Admissions in France \n  \nAbstract : \nThis paper tests if and how students react to partial information provision in France’s centralized university admissions. We exploit the Orientation Active policy\, which provides applicants to some non-selective programs with a negative\, positive\, or mixed assessment of their program-specific graduation chance\, based on the students’ past academic performance and the programs’ cutoffs. We use these cutoffs to develop a regression discontinuity design and analyze how students adjust their higher education choices upon the reception of new information. Our results reject the hypothesis that students have full information about their graduation chances at all programs\, as they change their application behavior and/or enrollment decision upon receiving a positive or negative assessment. We show that the reaction to a positive message differs by gender\, as it induces women to enroll more often in non-selective programs\, while it encourages men to apply to more selective programs. These differential reactions reinforce the existing gender gap in the application to selective programs. Our results also show a small deterrent effect on application to specific programs upon the reception of a negative message for all students. These behavioral responses\, however\, do not lead to improved student outcomes in the first two years of higher education. These results uncover the potential pitfalls of partial information provision that need to be taken into account in the design of interventions in education settings. \nCoauthored with Julien Grenet\, Yinghua He and Marion Monnet \n  \nOrganizers:\nBenoît SCHMUTZ (Pôle d’économie du CREST)\nClément MALGOUYRES (Pôle d’économie du CREST)\nSponsors:\nCREST \n
URL:https://crest.science/event/gabrielle-fack-paris-dauphine-t-b-a/
CATEGORIES:Applied Seminar
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