Compulsory language educational policies and identity formation

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dc.contributor.author ASPACHS-BRACONS, Oriol
dc.contributor.author CLOTS-FIGUERAS, Irma
dc.contributor.author COSTA-FONT, Joan
dc.contributor.author MASELLA, Paolo
dc.date.accessioned 2011-05-23T13:40:01Z
dc.date.available 2011-05-23T13:40:01Z
dc.date.issued 2008
dc.identifier.citation Journal of the European Economic Association, 2008, 6, 2-3, 434-444
dc.identifier.issn 1542-4766
dc.identifier.uri http://hdl.handle.net/1814/17381
dc.description.abstract Education can be at the root of the process of identity formation. Using survey data from Catalonia and the Basque Country, where in 1983 the education system became bilingual, we study how parental choices and schooling interact with each other and contribute to the development of individual identity. The difference between the reforms implemented in the two Spanish regions is that whereas in Catalonia the reform was compulsory, in the Basque Country parents could choose the language used to educate their children. Results show a significant effect of the compulsory language policy implemented in Catalonia on identity, whereas the non-compulsory language policy implemented in the Basque Country does not have any effect.
dc.language.iso en
dc.subject Economics of education
dc.subject Social economics
dc.subject Identity
dc.subject Language use
dc.subject Education policy
dc.subject Educational sociology
dc.subject Catalonia
dc.title Compulsory language educational policies and identity formation
dc.type Article
dc.identifier.volume 6
dc.identifier.startpage 434
dc.identifier.endpage 444
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dc.identifier.issue 02/03/11


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