Why Did the West Extend the Franchise? Democracy, Inequality, and Growth in Historical Perspective

By Daron Acemoglu, James A. Robinson. 2000

1,087 citations recorded by the source corpus.

Subfields: Demography, Economics and Econometrics

View Paper: https://www.semanticscholar.org/paper/ca4f1e531231a56a77393e10dc2ac0e23a6dbaab

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Citations in the corpus

On the Distribution of Education and Democracy (2006, background): “Acemoglu and Robinson, 2000, 2001 and Boix and Garicano, 2002). However, most of these models focus on the distribution of income and wealth, while our approach is entirely related to the distribution of education. Thus, the evidence found in this paper is more closely related to the predictions mad”
Landownership Concentration and the Expansion of Education (2016, methodology): “The relationship between the extension of the franchise and schooling has also been analyzed by Acemoglu and Robinson (2000). Gallego (2010) explores the role of historical variables and political institutions to explain differences in schooling in former colonies. He argues that the degree of democ”
Endogenous Strength of Intellectual Property Rights (2008, background): “…that governments (whether a benevolent government or a self-interested elite) play in choosing different types of institutions; see Tornell (1997), Aghion, Alesina and Trebbi (2004), Acemoglu, Aghion and Zilibotti (2006), Acemoglu and Robinson (2000, 2001), Cervellati, Fortunato, and Sunde (2006).”
Economic Growth, Inequality, Democratization, and the Environment (2003, background): “This paper adds a new element to the theoretical literature on the EKC.”
The Role of Institutions in Growth and Development (2010, positive): “For example, democratization in many European societies in the nineteenth century appears to have significantly changed economic institutions, for example leading to sustained expansions of educational systems (Acemoglu and Robinson, 2000, Lindert, 2004).”
Economic Origins of Dictatorship and Democracy: Our Argument (2005, neutral): “(1-τ*)y +{τ*-C(τ*)} ȳ= (1-μ)ȳ 1-δ (1)”
Women’s rights and development (2013, positive): “…easy to modify the model, however, and allow each generation to face the option of switching or postponing the choice to the following generation (as in Acemoglu and Robinson (2000,2001)).25 This would preserve the comparative static results presented in the three key propositions of this section.”
Herd Invisibility: The Psychology of Racial Privilege (2018, background): “Rather, cost-benefit calculations appear to drive dominant group concessions (Acemoglu & Robinson, 2000; Jackman, 1994; Jun et al., 2017).”
Das Human Kapital: A Theory of the Demise of the Class Structure (2004, background): “The effect of social conflict on political and educational reforms was examined by Bowles and Gintis (1975), Grossman (1994), Acemoglu and Robinson (2000), Bourguignon and Verdier (2000), Grossman and Kim (2003), and Bertocchi and Spagat (2004), among others.”
Austerity and Anarchy: Budget Cuts and Social Unrest in Europe, 1919-2009 (2011, background): “…regime changes, such as during the “Arab Spring” of 2010-2011, or it operates through expectations: The extension of the franchise in Western societies has been interpreted as an attempt to heed off the threat of revolution (Acemoglu and Robinson 2000).1 What leads to social unrest is less clear.”
Institutions and Development: The Interaction Between Trade Regime and Political System (2005, background): “At least for Latin America, there is evidence of a continued struggle between the industrial elite in the cities and landowners where the former gradually gained power during the twentieth century (e.g., Coatsworth and Williamson, 2002; Bértola and Williamson, 2003; Reimers, 2004).”
Immigration quotas and skill upgrading (2005, background): “Important contributions in this 1 The figures are reported by Schmidley (2001), based on CPS data. literature are Acemoglu and Robinson (2000), Lizzeri and Persico (2004) and Jack and Lagunoff (2003).”