The Effect of Language at School on Identity and Political Outlooks

DSpace/Manakin Repository

Show simple item record

dc.contributor.author ASPACHS-BRACONS, Oriol
dc.contributor.author CLOTS-FIGUERAS, Irma
dc.contributor.author MASELLA, Paolo
dc.date.accessioned 2008-11-20T10:53:49Z
dc.date.available 2008-11-20T10:53:49Z
dc.date.issued 2008
dc.identifier.issn 1830-7728
dc.identifier.uri http://hdl.handle.net/1814/9854
dc.description.abstract The process of individual identity formation is still an enigma, as it is the capacity of public bodies to intervene in it. In 1983 the Catalan education system became bilingual, and Catalan, together with Spanish, was taught in schools. Using survey data from Catalonia and exploiting within- and between-cohort variation in exposure to the Catalan language at school, results show that individuals who have experienced greater exposure to teaching in Catalan are more likely to say that they feel more Catalan than Spanish. Interestingly, the effect appears to also be present among individuals whose parents do not have Catalan origins. In addition, the reform affects actions too, as individuals exposed to more teaching in Catalan are more likely to vote in regional elections and vote for Catalan regionalist parties. To the best of our knowledge, this is the first paper to analyze empirically how policies affect individual identity. en
dc.language.iso en en
dc.publisher European University Institute
dc.relation.ispartofseries EUI MWP en
dc.relation.ispartofseries 2008/36 en
dc.subject Identity en
dc.subject Language en
dc.subject Education en
dc.subject Voting en
dc.title The Effect of Language at School on Identity and Political Outlooks en
dc.type Working Paper en
dc.neeo.contributor ASPACHS-BRACONS|Oriol|aut|
dc.neeo.contributor CLOTS-FIGUERAS|Irma|aut|
dc.neeo.contributor MASELLA|Paolo|aut|
eui.subscribe.skip true


Files in this item

This item appears in the following Collection(s)

Show simple item record