Democracy -- Latin America, Education -- Latin America
In the literature democratic longevity in countries transitioning from authoritarian regimes to democracy is linked to economic development; four factors of economic development are identified: industrialization, education, urbanization, and growing wealth. Education is viewed as a primary factor for effective democratic participation and economic development. This thesis examines the relationship between level of democracy and educational outputs and outcomes. Does the level of democracy (political rights and civil liberties) have an effect on the levels of investment in education and measurable outcomes in education equity toward meeting the educational needs of the newly represented public? The expectation is that the increased scope of political participation and representation in new democratic regimes would result in higher government spending for education with implications for education equity. This study is conducted using a cross-sectional, longitudinal statistical model. The analysis is based on 18 Latin American countries over a thirty-eight-year period, from 1972 to 2010. To examine the connection between level of democracy and education equity, the study explores the effects of democracy on different levels of education, gender, and social class. In addition to the quantitative analysis, a qualitative component aims at contextualizing this relationship that is, examining closer the mechanism that underlies the connection between democracy and education equity in the cases of Mexico and Brazil
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Master of Arts (M.A.)
College of Sciences
Political Science; American and Comparative Politics
Length of Campus-only Access
Masters Thesis (Open Access)
Dissertations, Academic -- Sciences, Sciences -- Dissertations, Academic
Stonerook, Olen Dean, "Democracy And Education Equity In Latin America" (2011). Electronic Theses and Dissertations. 1716.
Restricted to the UCF community until December 2012; it will then be open access.