Just another brick in the wall? The relationship between classroom-based political education and the political interest of young adults in Switzerland

This article asks whether political education at upper secondary school – i.e. shortly before or at the age when young people receive the right to vote – affects individual political interest as well as differences in political interest between social groups. Empirically, we use a novel data set combining individual student data with information on classroom-based political education as well as teacher characteristics. We do not find support for a more or less automatic and positive effect of classroom-based political education on young people’s political interest. Whereas we analyzed three dimensions of political education (knowledge, skills, arousing interest in politics), the skills dimension was the only one that exhibited a consistent positive (and mostly significant) relationship with young peoples’ political interest. Moreover, classroom-based political education seems not to compensate for a lack of political socialization at home but rather tends to affect students with politically interested parents most strongly.     

Some alternative bivariate Kumaraswamy models

In this article we discuss various strategies for constructing bivariate Kumaraswamy distributions. As alternatives to the Nadarajah et al. (2011) bivariate model, four different models are introduced utilizing a conditional specification approach, a conditional survival function approach, and an Arnold–Ng bivariate beta distribution construction approach. Distributional properties for such bivariate distributions are investigated. Parameter estimation strategies for the models are discussed, as are the consequences of fitting two of the models to a particular data set involving the proportion of foggy days at two different airports in Colombia.     

Threshold Estimation for Stochastic Processes with Small Noise

Consider a process satisfying a stochastic differential equation with unknown drift parameter, and suppose that discrete observations are given. It is known that a simple least squares estimator (LSE) can be consistent but numerically unstable in the sense of large standard deviations under finite samples when the noise process has jumps. We propose a filter to cut large shocks from data and construct the same LSE from data selected by the filter. The proposed estimator can be asymptotically equivalent to the usual LSE, whose asymptotic distribution strongly depends on the noise process. However, in numerical study, it looked asymptotically normal in an example where filter was chosen suitably, and the noise was a Lévy process. We will try to justify this phenomenon mathematically, under certain restricted assumptions.     

Examining educational inequalities in two national systems: a comparison of the North African second generation in France and the Mexican second generation in the United States

This paper aims to compare the educational outcomes of children of immigrants in France and in the United States to highlight the ethnic educational inequalities in both countries. The comparison focuses on children from two groups: North Africans in France and Mexicans in the United States. By using two longitudinal datasets, the French Educational Panel Survey and Add Health, we examine aspirations, expectations, and secondary attainment in the two contexts. We explore in particular the role of parental education on attainment. Immigrant families have high educational aspirations in both contexts. North-African families express higher aspirations than native French with similar background, while there are no significant differences between second-generation Mexicans and the majority group net of parental education. Second-generation children are disadvantaged in school in both countries; they are more likely to drop out and less likely to graduate from high school, but most of the disadvantage is related to their social background. Net of social background, the Mexican second generation does not differ from the majority group while the North African second generation is more likely to get the French high school diploma than their peers of French origins, in line with their high aspirations. However, North Africans are more likely to receive the technological baccalauréat than the general baccalauréat.     

The vicious circle: effects of race and class on university entrance in Brazil

Brazil has high levels of socio-economic inequality and an inequitable distribution of access to higher education. How much of this inequality is associated with race or class is an important question in light of the current debate over affirmative action and the suitability of race and social targeted policies. There are those who claim that racial disparities in the educational system are a result of students’ social status and not a result of racism, while others believe race is an important factor that superposes the effect of class. This study uses national survey data from Brazil’s Exame Nacional do Ensino Médio (National Secondary Education Exam [ENEM]) to examine the relationship between race and access to higher education of high school students between 2004 and 2008. The results document a vicious circle which connects the schooling of the young with their race, socio-economic status, and university attendance.