Did the Arab Spring lead to economic, institutional and sociopolitical changes? An empirical analysis through the perceptions of Egyptian youth
Why this work is in the frame
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Bibliographic record
Abstract
Purpose Egyptian youth played a central role in the Arab Spring (AS) uprisings, demanding bread, justice and opportunities. This paper examines the perceptions of young Egyptians about the AS through their responses on the economic, institutional and sociopolitical conditions in the pre-AS and post-AS periods. Design/methodology/approach The empirical analysis relies on a micro-level dataset extracted from the SAHWA Youth Survey. The estimations are carried out through the bivariate ordered probit model. Findings The results reveal that the perceptions about the AS-related outcomes are not uniform, and that social values and ideological characteristics matter more than the standard socioeconomic attributes in comprehending the responses. They indicate that individuals with secularist, non-traditionalist and gender equality inclinations have generally formed more favorable perceptions about the AS-related changes. Also, the results suggest that the AS has generated propitious perceived conditions for further global connection, relative to the Arab and Islamic ties. They show that the perceptions of individuals who place credence in entrepreneurial attitude have been relatively unfavorable vis-à-vis the post-AS conditions. Originality/value The findings underscore the importance of comprehending the perceptions about the AS-related outcomes. They imply that the AS has produced “winners” and “losers,” and has laid down the basis for social transformations in Egypt.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it