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Marriott Marquis, Balboa
American Economic Association
Education and Religion
Friday, Jan. 3, 2020 8:00 AM - 10:00 AM (PDT)
- Chair: Laurence R. Iannaccone, Chapman University
Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education
AbstractThe question whether churches should have a place in public schools to teach religious education has been the subject of fierce disputes in many countries throughout history. Yet little is known about whether compulsory religious education in fact affects people’s religiosity in the long run. We argue that the different timing of reforms that abandoned compulsory religious education across German states provides plausibly exogenous variation in individuals’ exposure to compulsory religious education. Our event-study approach shows that, conditional on state and birth-year fixed effects, the termination of compulsory religious education led to a significant reduction in reported religiosity, personal prayer, and church membership of affected students in adulthood. Beyond religious attitudes, the reform also affected family and economic outcomes: It reduced males’ conservative attitudes towards gender roles and marriage and the number of children and increased female labor-force participation and earnings. Supporting our identifying assumption, the reform is not related to a series of placebo outcomes or to non-religious school outcomes.
Human Capital and the Persecution of Jews in Nazi Germany
AbstractThe Nazi period is a transformational period in German history. When Hitler took power in 1933, Jews were expelled from public sector jobs. Their outside options differed widely, as result of the level and specificity of their human capital and depending on their network links with other Jews and non-Jews. Using detailed biographical information, we examine several important margins: first, the impact of expulsion and persecution on the extensive margin (who emigrated and who ended up staying behind by the outbreak of hostilities in 1939); second, two types of intensive margin: the timing of emigration and the destination of emigration.
University of Melbourne
- I2 - Education and Research Institutions
- Z1 - Cultural Economics; Economic Sociology; Economic Anthropology