平权法案、大学入学和专业选择:再分配与战略行为

IF 1.8 3区 经济学 Q2 ECONOMICS
Ana Paula Melo
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引用次数: 0

摘要

我估计了巴西一所旗舰大学针对低收入申请者的种族中立平权行动政策的再分配和行为影响。我发现,这项政策将大学席位重新分配给了社会经济背景较低和未被充分代表的种族群体的申请人,增加了他们在重点专业的代表性。这种多样性的增加伴随着即将到来的学生的平均成绩的预期下降,但保留了全州成绩分布上半部分的候选人的录取资格。申请人也通过调整他们的申请选择来战略性地应对这一政策,结果在选择专业的申请中,社会经济差距减少了无条件差距的21%,在与相似学术背景和人口特征的申请人相比,社会经济差距减少了36%。然而,虽然一些申请者成功地更新了他们的选择,但其他人的目标太高,错过了被录取的机会——对目标群体来说,这是一个特别昂贵的结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Affirmative action, college access and major choice: Redistribution with strategic behavior
I estimate the redistributive and behavioral effects of a race-neutral affirmative action policy targeting low-income applicants at a flagship university in Brazil. I find that the policy redistributed college seats toward applicants from low socioeconomic backgrounds and underrepresented racial groups, increasing their representation in selective majors. This diversity gain came with an expected decrease in the average achievement of the incoming cohort but retained admissions for candidates in the upper half of the statewide achievement distribution. Applicants also responded strategically to the policy by adjusting their application choices, resulting in a reduction of the socioeconomic gap in applications to selective majors by 21 percent of the unconditional gap and 36 percent when comparing applicants with similar academic backgrounds and demographic characteristics. However, while some applicants successfully updated their choices, others aimed too high and missed their chance of admission—an especially costly outcome for the targeted group.
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来源期刊
CiteScore
3.30
自引率
4.50%
发文量
85
审稿时长
61 days
期刊介绍: Economics of Education Review publishes research on education policy and finance, human capital production and acquisition, and the returns to human capital. We accept empirical, methodological and theoretical contributions, but the main focus of Economics of Education Review is on applied studies that employ micro data and clear identification strategies. Our goal is to publish innovative, cutting-edge research on the economics of education that is of interest to academics, policymakers and the public. Starting with papers submitted March 1, 2014, the review process for articles submitted to the Economics of Education Review will no longer be double blind. Authors are requested to include a title page with authors'' names and affiliation. Reviewers will continue to be anonymous.
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