Access to education and political candidacy: Lessons from school openings in Sweden |
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| Affiliation: | 1. Uppsala University, IFAU, and UCLS, Sweden;2. Uppsala University, UCLS, Sweden;3. University of Gothenburg, Sweden;1. Department of Ag. Economics and Economics, Montana State University, Bozeman, MT 59717, United States;2. Department of Economics, Finance and Legal Studies, University of Alabama, Tuscaloosa, AL 35487, United States;3. School of Mathematical Sciences, Nankai University;4. Institute for the Study of Labor (IZA);1. DIW Berlin, Mohrenstrasse 58, 10117, Berlin, Germany;2. Leibniz Universität Hannover, Institute of Labour Economics, Koenigsworther Platz 1, 30167, Hannover, Germany;3. Universität Hamburg, Esplanade 36, 20354, Hamburg, Germany;4. IZA - Institute of Labor Economics, Schaumburg-Lippe-Straße 5-9, 53113, Bonn, Germany;1. The Rockwool Foundation Research Unit, Ny Kongensgade 6, 1472 Copenhagen, Denmark;2. The Danish Center for Social Science Research, Herluf Trolles Gade 11, 1052 Copenhagen, Denmark;3. The Danish Evaluation Institute, Østbanegade 55, 3. sal, 2100 Copenhagen Ø, Denmark |
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| Abstract: | How does availability of education affect who becomes a political representative? Theorists have pointed out that access to education is a key to a well-functioning democracy, but few empirical studies have examined how changes in the access to education influence the chances of becoming a politician. In this paper, we analyze the effects of a large series of school openings in Sweden during the early 20th century, which provided adolescents with better access to secondary education. We use administrative data pertaining to the entire Swedish population born between 1916 and 1945. According to our empirical results, the opening of a new lower secondary school in a municipality increased the baseline probability of running for political office by 10–20%, and the probability of holding office by 20–30%. |
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