The human capital consequences of civil war: Evidence from Guatemala

By Rubiana M. Chamarbagwala, Hilcías E. Morán. 2011

376 citations recorded by the source corpus.

Subfields: Safety Research, Sociology and Political Science, Soil Science

View Paper: https://www.semanticscholar.org/paper/1b8b2f527a1ce9fb34066f1d79cd38a1f4706b01

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Safety Research

1. Philip Verwimp
2. Tilman Brück
3. M. Maio
4. J. Bavel
5. Patricia Justino
6. Sami H. Miaari
7. Nora Lustig
8. Hilcías E. Morán

In Sociology and Political Science

1. Patricia Justino
2. Philip Verwimp
3. Tilman Brück
4. M. Maio
5. J. Bavel
6. Sami H. Miaari
7. Nora Lustig
8. Y. Kim

In Soil Science

1. Tilman Brück
2. Patricia Justino
3. Philip Verwimp
4. M. Maio
5. J. Bavel
6. Sami H. Miaari
7. Nora Lustig
8. William R. Easterly

Citations in the corpus

• The long-run impact of a traumatic experience on risk aversion (2014, background): “Further, according to evidence from Guatemala and Tajikistan, the number of years of schooling also reduces significantly for children who experience civil war (Chamarbagwala and Moran, 2011; Shemyakina, 2011).”
• Learning The Hard Way: The Effect of Violent Conflict on Student Academic Achievement (2019, positive): “Previous research has documented that exposure to conflict can result in significant gender differentials in individual educational outcomes (Chamarbagwala and Mor´an 2010; Shemyakina 2011; Buvini´c et al. 2014; Valente 2013).”
• Fiscal policy, inequality and the ethnic divide in Guatemala (2015, background): “The regressivity of tertiary education might be associated with low completion rates of primary and secondary education (Chamarbagwala & Moran, 2011), which implies that a lower share of population may attend tertiary education.”
• The Impact of Armed Conflict on Economic Performance (2015, neutral): “Chamarbagwala and Morán (2011) find a strong negative effect of the civil war in Guatemala on the education of Mayan men and women in rural areas, the most disadvantaged groups.”
• Violent conflict and human capital accumulation (2011, background): “This effect is found in Shemyakina (2006) and Chamarbagwala and Morán (2009), as discussed above.”
• Schooling, Violent Conflict, and Gender in Burundi (2011, positive): “Chamarbagwala and Mora´n (2010) find that individuals who were school aged in areas that were more affected by the war (1979–1984) in Guatemala completed fewer years of schooling and that this effect was stronger for girls.”
• Education is forbidden: The effect of the Boko Haram conflict on education in North-East Nigeria (2019, neutral): “…Bavel (2013)), to primary school attendance (Di Maio and Nandi (2013)), educational attainment (Akbulut-Yuksel (2014); Akresh and de Walque (2008); Chamarbagwala and Moran (2011); Dabalen and Paul (2014); Leon (2012); Pivovarova and Swee (2015); Swee (2015); Singh and Shemyakina (2016)), academic…”