Building social cohesion in ethnically mixed schools: an intervention on perspective taking

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buir.contributor.authorAlan, Şule
buir.contributor.orcidAlan, Şule|0000-0002-3998-8998
dc.citation.epage2194en_US
dc.citation.issueNumber4en_US
dc.citation.spage2147en_US
dc.citation.volumeNumber136en_US
dc.contributor.authorAlan, Şule
dc.contributor.authorBaysan, C.
dc.contributor.authorGumren, M.
dc.contributor.authorKubilay, E.
dc.date.accessioned2022-02-11T11:37:09Z
dc.date.available2022-02-11T11:37:09Z
dc.date.issued2021-03-16
dc.departmentDepartment of Economicsen_US
dc.description.abstractWe evaluate the effect of an educational program that aims to build social cohesion in ethnically mixed schools by developing perspective-taking ability in children. The program is implemented in Turkish elementary schools affected by a large influx of Syrian refugee children. We measure a comprehensive set of outcomes that characterize a cohesive school environment, including peer violence incidents, the prevalence of interethnic social ties, and prosocial behavior. Using randomized variation in program implementation, we find that the program significantly lowers peer violence and victimization on school grounds. The program also reduces the likelihood of social exclusion and increases interethnic social ties in the classroom. We find that the program significantly improves prosocial behavior, measured by incentivized tasks: treated students exhibit significantly higher trust, reciprocity, and altruism toward each other as well as toward anonymous out-school peers. We show that this enhanced prosociality is welfare improving from the ex post payoff perspective. We investigate multiple channels that could explain the results, including ethnic bias, impulsivity, empathetic concern, emotional intelligence, behavioral norms, and perspective taking. Children’s increased effort to take others’ perspectives emerges as the most robust mechanism to explain our results.en_US
dc.description.provenanceSubmitted by Burcu Böke (tburcu@bilkent.edu.tr) on 2022-02-11T11:37:09Z No. of bitstreams: 1 Building_social_cohesion_in_ethnically_mixed_schools_An_intervention_on_perspective_taking.pdf: 743017 bytes, checksum: 870c38ce746e8ef1bbfba858986b78ad (MD5)en
dc.description.provenanceMade available in DSpace on 2022-02-11T11:37:09Z (GMT). No. of bitstreams: 1 Building_social_cohesion_in_ethnically_mixed_schools_An_intervention_on_perspective_taking.pdf: 743017 bytes, checksum: 870c38ce746e8ef1bbfba858986b78ad (MD5) Previous issue date: 2021-03-16en
dc.identifier.doi10.1093/qje/qjab009en_US
dc.identifier.eissn1531-4650
dc.identifier.issn0033-5533
dc.identifier.urihttp://hdl.handle.net/11693/77287
dc.language.isoEnglishen_US
dc.publisherOxford University Pressen_US
dc.relation.isversionofhttps://doi.org/10.1093/qje/qjab009en_US
dc.source.titleThe Quarterly Journal of Economicsen_US
dc.subjectC93 - Field Experimentsen_US
dc.subjectI24 - Education and Inequalityen_US
dc.subjectI28 - Government Policyen_US
dc.titleBuilding social cohesion in ethnically mixed schools: an intervention on perspective takingen_US
dc.typeArticleen_US

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