Is 'tagging' a rationale for affirmative action in education?
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Institucional do FGV (FGV Repositório Digital) |
Texto Completo: | https://hdl.handle.net/10438/11887 |
Resumo: | In this paper, we try to rationalize the existence of one of the most common affirmative action policies: educational quotas. We model a two period economy with asymmetric information and endogenous human capital formation. Individuals may be from two different groups in the population, where each group is defined by an observable and exogenous characteristic. The distribution of skills differ across groups. We introduce educational quotas into the model by letting the planner reduce the effort cost that a student from one of the groups has to endure in order to be accepted into a university. Affirmative action policies can be interpreted as a form of ``tagging' since group characteristics are used as proxies for productivity. We find that although educational quotas are usually efficient, they need not subsidize the education of the low skill group. |
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Sollaci, Alexandre BalduinoEscolas::EPGEFGVAssunção, Juliano JunqueiraMoreira, Humberto Luiz AtaídeCosta, Carlos Eugênio Ellery Lustosa da2014-08-04T12:08:15Z2014-08-04T12:08:15Z2014-05-26SOLLACI, Alexandre Balduino. Is 'tagging' a rationale for affirmative action in education?. Dissertação (Mestrado em Economia) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2014.https://hdl.handle.net/10438/11887In this paper, we try to rationalize the existence of one of the most common affirmative action policies: educational quotas. We model a two period economy with asymmetric information and endogenous human capital formation. Individuals may be from two different groups in the population, where each group is defined by an observable and exogenous characteristic. The distribution of skills differ across groups. We introduce educational quotas into the model by letting the planner reduce the effort cost that a student from one of the groups has to endure in order to be accepted into a university. Affirmative action policies can be interpreted as a form of ``tagging' since group characteristics are used as proxies for productivity. We find that although educational quotas are usually efficient, they need not subsidize the education of the low skill group.Neste artigo, procuramos racionalizar a existência de uma das formas mais comuns de políticas de ação afirmativa: cotas educacionais. Nós modelamos uma economia com dois períodos, assimetria de informação e formação endógena de capital humano, Os indivíduos dessa economia podem vir de dois grupos diferentes, cada grupo definido por uma característica exógena e observável. A distribuição de habilidades difere entre os dois grupos. Nós introduzimos cotas educacionais no modelo ao deixar o planejador social reduzir o custo, em termos de esforço, necessário para que um estudante de um desses grupos seja aceito numa universidade. Nesse contexto, uma política de ação afirmativa pode ser interpretada como uma forma de tagging, já que as características de cada grupo podem ser usadas como proxies para produtividade. Concluímos que, embora políticas de cotas educacionais geralmente sejam eficientes, elas não necessariamente subsidiam a educação do grupo 'menos'habilidoso.engAffirmative actionEducationTaggingOptimal taxationAção afirmativaEducaçãoTaxação ótimaEconomiaProgramas de ação afirmativa na educaçãoImpostosIs 'tagging' a rationale for affirmative action in education?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional do FGV (FGV Repositório Digital)instname:Fundação Getulio Vargas (FGV)instacron:FGVORIGINALPDFPDFapplication/pdf924084https://repositorio.fgv.br/bitstreams/8b5843e7-50fe-4812-9cbf-9d91dcc5e736/download00f8add6beec4e203ec650725f2a33bbMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-84707https://repositorio.fgv.br/bitstreams/016ae222-4d60-4cd4-86c8-0e9d5df2055f/downloaddfb340242cced38a6cca06c627998fa1MD52TEXTdissertacao_final.pdf.txtdissertacao_final.pdf.txtExtracted 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dc.title.eng.fl_str_mv |
Is 'tagging' a rationale for affirmative action in education? |
title |
Is 'tagging' a rationale for affirmative action in education? |
spellingShingle |
Is 'tagging' a rationale for affirmative action in education? Sollaci, Alexandre Balduino Affirmative action Education Tagging Optimal taxation Ação afirmativa Educação Taxação ótima Economia Programas de ação afirmativa na educação Impostos |
title_short |
Is 'tagging' a rationale for affirmative action in education? |
title_full |
Is 'tagging' a rationale for affirmative action in education? |
title_fullStr |
Is 'tagging' a rationale for affirmative action in education? |
title_full_unstemmed |
Is 'tagging' a rationale for affirmative action in education? |
title_sort |
Is 'tagging' a rationale for affirmative action in education? |
author |
Sollaci, Alexandre Balduino |
author_facet |
Sollaci, Alexandre Balduino |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Escolas::EPGE |
dc.contributor.affiliation.none.fl_str_mv |
FGV |
dc.contributor.member.none.fl_str_mv |
Assunção, Juliano Junqueira Moreira, Humberto Luiz Ataíde |
dc.contributor.author.fl_str_mv |
Sollaci, Alexandre Balduino |
dc.contributor.advisor1.fl_str_mv |
Costa, Carlos Eugênio Ellery Lustosa da |
contributor_str_mv |
Costa, Carlos Eugênio Ellery Lustosa da |
dc.subject.eng.fl_str_mv |
Affirmative action Education Tagging Optimal taxation |
topic |
Affirmative action Education Tagging Optimal taxation Ação afirmativa Educação Taxação ótima Economia Programas de ação afirmativa na educação Impostos |
dc.subject.por.fl_str_mv |
Ação afirmativa Educação Taxação ótima |
dc.subject.area.por.fl_str_mv |
Economia |
dc.subject.bibliodata.por.fl_str_mv |
Programas de ação afirmativa na educação Impostos |
description |
In this paper, we try to rationalize the existence of one of the most common affirmative action policies: educational quotas. We model a two period economy with asymmetric information and endogenous human capital formation. Individuals may be from two different groups in the population, where each group is defined by an observable and exogenous characteristic. The distribution of skills differ across groups. We introduce educational quotas into the model by letting the planner reduce the effort cost that a student from one of the groups has to endure in order to be accepted into a university. Affirmative action policies can be interpreted as a form of ``tagging' since group characteristics are used as proxies for productivity. We find that although educational quotas are usually efficient, they need not subsidize the education of the low skill group. |
publishDate |
2014 |
dc.date.accessioned.fl_str_mv |
2014-08-04T12:08:15Z |
dc.date.available.fl_str_mv |
2014-08-04T12:08:15Z |
dc.date.issued.fl_str_mv |
2014-05-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SOLLACI, Alexandre Balduino. Is 'tagging' a rationale for affirmative action in education?. Dissertação (Mestrado em Economia) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2014. |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/10438/11887 |
identifier_str_mv |
SOLLACI, Alexandre Balduino. Is 'tagging' a rationale for affirmative action in education?. Dissertação (Mestrado em Economia) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2014. |
url |
https://hdl.handle.net/10438/11887 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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