Vive la Révolution! Long‐Term Educational Returns of 1968 to the Angry Students

By Eric Maurin, S. Mcnally. Journal of Labor Economics, 2008

180 citations recorded by the source corpus.

Subfields: Demography, Political Science and International Relations, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bad25cdaf70fcb07d1440d04f0d4268e0b3dd20e

How researchers see this paper

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

In Demography

1. P. Devereux
2. Xiang Zhou
3. Sandra E. Black
4. M. Hout

In Political Science and International Relations

1. Xiang Zhou
2. M. Hout
3. P. Devereux
4. E. Beller

In Sociology and Political Science

1. Xiang Zhou
2. Sandra E. Black
3. M. Hout
4. P. Devereux
5. Rebecca Dizon-Ross
6. B. Mazumder
7. Magne Mogstad
8. Florencia Torche

Citations in the corpus

• A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning (2021, background): “A study carried out in France shows that the 1968 abandoning of the normal examination procedures in France, following the student riots, led to positive long-term labour market consequences for the affected cohort (Maurin & McNally, 2008).”
• Equalization or Selection? Reassessing the “Meritocratic Power” of a College Degree in Intergenerational Income Mobility (2019, background): “…Xie 2010).2 Children from low-income families are less likely than children from high-income families to complete college, but they may benefit more from completing college than their high-income peers (Attewell and Lavin 2007; Bowen and Bok 2000; Dale and Krueger 2011; Maurin and McNally 2008).”
• Recent Developments in Intergenerational Mobility (2010, background): “Maurin and McNally (2008) use variation in college attendance induced by the student riots in May 1968 in Paris; because of student protests, students and authorities negotiated for more lenient exam standards for the baccalaureat exam (which, if successfully completed, guarantees access to…”
• Social and Economic Returns to College Education in the United States (2012, background): “F or p er so na l u se o nl y. Maurin & McNally (2008) compared French college students from the cohort of 1968 with those in cohorts before and after this year because the mass protests of May 1968 disrupted college entrance exams and allowed students who might not have done well on such exams to…”