2016/08/01 by Kevin Croke, Guy Grossman, Horacio Larreguy +1 · 1 voice · 5 citations
Social Sciences · #Media Influence and Politics #African studies and sociopolitical issues #Electoral Systems and Political Participation
paper · doi:10.1017/s0003055416000253
openalex publication_date 2016/08/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/31
A large literature examining advanced and consolidating democracies suggests that education increases political participation. However, in electoral authoritarian regimes, educated voters may instead deliberately disengage. If education increases critical capacities, political awareness, and support for democracy, educated citizens may believe that participation is futile or legitimizes autocrats. We test this argument in Zimbabwe—a paradigmatic electoral authoritarian regime—by exploiting cross-cohort variation in access to education following a major educational reform. We find that education decreases political participation, substantially reducing the likelihood that better-educated citizens vote, contact politicians, or attend community meetings. Consistent with deliberate disengagement, education’s negative effect on participation dissipated following 2008’s more competitive election, which (temporarily) initiated unprecedented power sharing. Supporting the mechanisms underpinning our hypothesis, educated citizens experience better economic outcomes, are more interested in politics, and are more supportive of democracy, but are also more likely to criticize the government and support opposition parties.