Do Education and Income Affect Support for Democracy in Muslim Countries? Evidence from the "Pew Global Attitudes Project"

Autor/in	Shafiq, M. Najeeb
Titel	Do Education and Income Affect Support for Democracy in Muslim Countries? Evidence from the "Pew Global Attitudes Project"
Quelle	(2009), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cross Cultural Studies; Poverty; Socioeconomic Status; Muslims; Income; Democracy; Educational Attainment; Foreign Countries; Access to Education; Educational Quality; Democratic Values; Public Opinion; Indonesia; Jordan; Lebanon; Pakistan; Turkey + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Armut; Socio-economic status; Sozioökonomischer Status; Muslim; Muslimin; Einkommen; Demokratie; Bildungsabschluss; Bildungsgut; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Öffentliche Meinung; Indonesien; Libanon; Türkei
Abstract	Using micro-level public opinion data from the "Pew Global Attitudes Project" 2005, this study investigates the effect of educational attainment and income on support for democracy in five predominantly Muslim countries: Indonesia, Jordan, Lebanon, Pakistan, and Turkey. Holding all else constant and compared to not finishing primary education, this study finds that secondary education and higher education encourage support for democracy in Jordan, Lebanon and Pakistan. The results suggest that support for democracy is a social benefit of education in Jordan, Lebanon, and Pakistan. Regarding income, the results indicate that relative to the poor, those belonging to middle-income groups are more supportive of democracy in Lebanon and Turkey. Curiously, there is no statistical relationship between belonging to the richest groups and supporting democracy. (Contains 3 tables and 6 footnotes.) [This study was funded by a Proffitt Grant from the School of Education at Indiana University.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10