State-Building in a Diverse Society
Bibliographic record
Abstract
Diversity poses fundamental challenges to state-building and development. We study the effects of one of post-colonial Africa's largest policy experiments -the Tanzanian Ujamaa policywhich attempted to address these challenges. Ujamaa aimed to create a national identity and consolidate state authority by mandating a highly diverse population to live in planned villages, where children received political education. We combine differences in exposure to Ujamaa across space and age to identify long-term impacts of the policy. We show persistent, positive effects on national identity based on surveys and inter-ethnic marriages. We observe no systematic differences for cohorts that were above or below treatment-age during Ujamaa. Our preferred interpretation, supported by evidence that considers alternative hypotheses, is that changes to educational content drive our findings. Moreover, while Ujamaa contributed to establishing the Tanzanian state as a legitimate central authority, it appears to have lowered demands for democratic accountability.
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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 | 0.016 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".