Bibliographic record
Abstract
Throughout this book, I explore the impact of education on ethnic violence. Using a mixed-methods design that combines cross-national statistics with comparative-historical analysis, I provide consistent evidence that education contributes to ethnic violence. First, the statistical analysis finds that education increases the risk of ethnic violence, especially in environments with ethnic diversity, resource scarcity, and ineffective political institutions. The statistical analysis also offers evidence that the relationship between education and ethnic violence is not driven by the impact of ethnic violence on educational expansion. Next, through a comparative-historical analysis using pattern matching, process tracing, and narrative comparison, I highlight sequences showing that educational expansion precedes ethnic violence, provide evidence that educated individuals commonly organize ethnically violent movements and actively participate in violence, and highlight mechanisms linking education and ethnic violence. The comparative-historical analysis therefore reinforces the findings of the statistical analysis and offers important new insight that helps explain why education is positively related to ethnic violence. All in all, the findings suggest that popular beliefs about the impact of education on peace and tolerance are one-sided and must be reconsidered.
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How this classification was reachedexpand
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 | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".