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Pathways to poverty: Theoretical and empirical analyses

Research output: Thesis › Doctoral Thesis

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Pathways to poverty: Theoretical and empirical analyses. / Embrey, Iain.
Lancaster University, 2019. 184 p.

Research output: Thesis › Doctoral Thesis

Harvard

Embrey, I 2019, 'Pathways to poverty: Theoretical and empirical analyses', PhD, Lancaster University. https://doi.org/10.17635/lancaster/thesis/799

APA

Embrey, I. (2019). Pathways to poverty: Theoretical and empirical analyses. [Doctoral Thesis, Lancaster University]. Lancaster University. https://doi.org/10.17635/lancaster/thesis/799

Vancouver

Embrey I. Pathways to poverty: Theoretical and empirical analyses. Lancaster University, 2019. 184 p. doi: 10.17635/lancaster/thesis/799

Author

Embrey, Iain. / Pathways to poverty : Theoretical and empirical analyses. Lancaster University, 2019. 184 p.

Bibtex

@phdthesis{8cf10ddb4ab6495788bbbfeb196ff72c,
title = "Pathways to poverty: Theoretical and empirical analyses",
abstract = "The prevalence of poverty in advanced economies represents a challenge,both to economic theory and to society. We know that povertyis perpetuated by low levels of educational investment amongst disadvantagedchildren, but we have no credible theoretical explanation forthe observed degree of that apparent underinvestment, and we have notyet developed sufficient policy tools to break the intergenerational cycleof deprivation. In response, this thesis undertakes theoretical and empiricalanalyses of the pathways that perpetuate poverty. I demonstratethat divergently low educational investment could arise as an equilibriumresponse to a grades-focussed educational system; I develop theexisting state-of-the-art technique in econometric estimation of the educationalproduction function; and I apply that technique to find strongempirical support for my theoretical model. In addition my results showthat the average child{\textquoteright}s propensity to think analytically has a substantialinfluence over their developmental pathway, which suggests thatmodels of educational investment should adopt a generalisation of ExpectedUtility Theory that allows agents to maximise one of two possibleobjective functions.",
keywords = "Education, Human Capital, Poverty, Social Exclusion, Unemployment, Cognitive Development, Noncognitive Skills, Dynamic factor model, Participation Game, Decision Theory, Dual Self",
author = "Iain Embrey",
year = "2019",
month = dec,
day = "6",
doi = "10.17635/lancaster/thesis/799",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - BOOK

T1 - Pathways to poverty

T2 - Theoretical and empirical analyses

AU - Embrey, Iain

PY - 2019/12/6

Y1 - 2019/12/6

N2 - The prevalence of poverty in advanced economies represents a challenge,both to economic theory and to society. We know that povertyis perpetuated by low levels of educational investment amongst disadvantagedchildren, but we have no credible theoretical explanation forthe observed degree of that apparent underinvestment, and we have notyet developed sufficient policy tools to break the intergenerational cycleof deprivation. In response, this thesis undertakes theoretical and empiricalanalyses of the pathways that perpetuate poverty. I demonstratethat divergently low educational investment could arise as an equilibriumresponse to a grades-focussed educational system; I develop theexisting state-of-the-art technique in econometric estimation of the educationalproduction function; and I apply that technique to find strongempirical support for my theoretical model. In addition my results showthat the average child’s propensity to think analytically has a substantialinfluence over their developmental pathway, which suggests thatmodels of educational investment should adopt a generalisation of ExpectedUtility Theory that allows agents to maximise one of two possibleobjective functions.

AB - The prevalence of poverty in advanced economies represents a challenge,both to economic theory and to society. We know that povertyis perpetuated by low levels of educational investment amongst disadvantagedchildren, but we have no credible theoretical explanation forthe observed degree of that apparent underinvestment, and we have notyet developed sufficient policy tools to break the intergenerational cycleof deprivation. In response, this thesis undertakes theoretical and empiricalanalyses of the pathways that perpetuate poverty. I demonstratethat divergently low educational investment could arise as an equilibriumresponse to a grades-focussed educational system; I develop theexisting state-of-the-art technique in econometric estimation of the educationalproduction function; and I apply that technique to find strongempirical support for my theoretical model. In addition my results showthat the average child’s propensity to think analytically has a substantialinfluence over their developmental pathway, which suggests thatmodels of educational investment should adopt a generalisation of ExpectedUtility Theory that allows agents to maximise one of two possibleobjective functions.

KW - Education

KW - Human Capital

KW - Poverty

KW - Social Exclusion

KW - Unemployment

KW - Cognitive Development

KW - Noncognitive Skills

KW - Dynamic factor model

KW - Participation Game

KW - Decision Theory

KW - Dual Self

U2 - 10.17635/lancaster/thesis/799

DO - 10.17635/lancaster/thesis/799

M3 - Doctoral Thesis

PB - Lancaster University

ER -