This study asks whether professors’ identities — including gender and perceived race or ethnicity — influence which courses first-year university students choose to enroll in. Using a choice-based conjoint experiment with first-year students, the authors examine whether attributes of instructors affect students’ selection decisions and report measurable effects of instructor gender and perceived race/ethnicity on course choice.
This study asks whether symbolic transitional-justice sites — specifically a museum dedicated to past human-rights abuses — can shift citizens’ attitudes. The authors report results from a field experiment conducted at the Museum of Memory and Human Rights in Santiago, Chile, tested on university students to measure whether a museum visit affects support for democratic institutions, rejection of repressive-period institutions, and support for restorative transitional-justice policies. The abstract frames effects as present across ideological priors and notes partial persistence up to six months after the visit.
How do we teach political polarization to Gen Z? This article explores an innovative approach using Dalton and Putnam's contrasting perspectives.
Foreign students bring substantial benefits despite standard political economy concerns about job competition or public entitlement use not applying here. Governments face increasing pressure to cap their numbers in North American and Western European countries, including the UK.