Race v. Suffrage: The Determinants of Development in Mississippi

We investigate the long term determinants of political and economic outcomes over a new data set composed of Mississippi counties. We analyze the effect of disfranchisement on voting registration at the end of the nineteenth century (1896-9), as well as the impact of voting registration on education outcomes at different points in time, namely in 1917 and in the 1950s. Finally, we turn to the determinants of a broad array of development indicators for the year 1960 and for the 1960-2000 period. Our main conclusion is that race, rather than political institutions and education policies, is the main force driving the above outcomes.race, institutions, development, inequality, education

Slavery, Education, and Inequality

ABSTRACT We investigate the impact of slavery on the current performances of the US economy. Over a cross section of counties, we find that the legacy of slavery does not affect current income per capita, but does affect current income inequality. In other words, those counties that displayed a higher proportion of slaves are currently not poorer, but more unequal. Moreover, we find that the impact of slavery on current income inequality is determined by racial inequality. We test three alternative channels of transmission between slavery and inequality: a land inequality theory, a racial discrimination theory and a human capital theory. We find support for the third theory, i. e., even after controlling for potential endogeneity, current inequality is primarily influenced by slavery through the unequal educational attainment of blacks and whites. To improve our understanding of the dynamics of racial inequality along the educational dimension, we complete our investigation by analyzing a panel dataset covering the 1940-2000 period at the state level. Consistently with our previous findings, we find that the educational racial gap significantly depends on the initial gap, which was indeed larger in the former slave states.Slavery; development; inequality; institutions; education;

Slavery, Education, and Inequality

We investigate the impact of slavery on the current performances of the US economy. Over a cross section of counties, we find that the legacy of slavery does not affect current income per capita, but does affect current income inequality. In other words, those counties that displayed a higher proportion of slaves are currently not poorer, but more unequal. Moreover, we find that the impact of slavery on current income inequality is determined by racial inequality. We test three alternative channels of transmission between slavery and inequality: a land inequality theory, a racial discrimination theory and a human capital theory. We find support for the third theory, i. e., even after controlling for potential endogeneity, current inequality is primarily influenced by slavery through the unequal educational attainment of blacks and whites. To improve our understanding of the dynamics of racial inequality along the educational dimension, we complete our investigation by analyzing a panel dataset covering the 1940-2000 period at the state level. Consistently with our previous findings, we find that the educational racial gap significantly depends on the initial gap, which was indeed larger in the former slave states.Slavery, development; inequality; institutions; education

Race v. Suffrage The Determinants of Development in Mississippi

We investigate the long term determinants of political and economic outcomes over a new data set composed of Mississippi counties. We analyze the effect of disfranchisement on voting registration at the end of the nineteenth century (1896-9), as well as the impact of voting registration on education outcomes at different points in time, namely in 1917 and in the 1950s. Finally, we turn to the determinants of a broad array of development indicators for the year 1960 and for the 1960-2000 period. Our main conclusion is that race, rather than political institutions and education policies, is the main force driving the above outcomesRace, institutions, development, inequality, education

Biogeographical Conditions, the Transition to Agriculture and Long-Run Growth

We use new data on the timing of the transition to agriculture, developed by Putterman and Trainor (2006), to test the theory of Diamond (1997) and Olsson and Hibbs (2005) that an earlier transition is reflected in higher incomes today. Our results confirm the theory, even after controlling for institutional quality and other geographical factors. The date of transition is correlated with prehistoric biogeography (the availability of wild grasses and large domesticable animal species). The factors conducive to high per capita incomes today are good institutions, an early transition to agriculture, access to the sea and a low incidence of fatal malaria. Geographical influences have been at work in all of these proximate determinants of per capita income.agriculture, geography, growth, institutions

Slavery, Education, and Inequality

We investigate the impact of slavery on the current performances of the US economy. Over a cross section of counties, we find that the legacy of slavery does not affect current income per capita, but does affect current income inequality. In other words, those counties that displayed a higher proportion of slaves are currently not poorer, but more unequal. Moreover, we find that the impact of slavery on current income inequality is determined by racial inequality. We test three alternative channels of transmission between slavery and inequality: a land inequality theory, a racial discrimination theory and a human capital theory. We find support for the third theory, i. e., even after controlling for potential endogeneity, current inequality is primarily influenced by slavery through the unequal educational attainment of blacks and whites. To improve our understanding of the dynamics of racial inequality along the educational dimension, we complete our investigation by analyzing a panel dataset covering the 1940-2000 period at the state level. Consistently with our previous findings, we find that the educational racial gap significantly depends on the initial gap, which was indeed larger in the former slave states.slavery, development, inequality, institutions, education

The Evolution of the Racial Gap in Education and the Legacy of Slavery

We study the evolution of racial educational inequality across US states from 1940 to 2000. We show that throughout this period, despite evidence of convergence, the racial gap in attainment between blacks and whites has been persistently determined by the initial gap. We obtain these results with 2SLS estimates where slavery is used as an instrument for the initial gap. The excludability of slavery is preliminarily established by instrumenting it with the share of disembarked slaves from the Trans-Atlantic Slave Trade. Using the same approach we also find that income growth is negatively affected by the initial racial gap in education and that slavery affects growth indirectly through this channelRace; inequality; education; slavery; development;

The Evolution of the Racial Gap in Education and the Legacy of Slavery

We study the evolution of racial educational inequality across US states from 1940 to 2000. We show that throughout this period, despite evidence of convergence, the racial gap in attainment between blacks and whites has been persistently determined by the initial gap. We obtain these results with 2SLS estimates where slavery is used as an instrument for the initial gap. The excludability of slavery is preliminarily established by instrumenting it with the share of disembarked slaves from the Trans-Atlantic Slave Trade. Using the same approach we also find that income growth is negatively affected by the initial racial gap in education and that slavery affects growth indirectly through this channel.Race; inequality; education; slavery; development

The Evolution of the Racial Gap in Education and the Legacy of Slavery

We study the evolution of racial educational inequality across US states from 1940 to 2000. We show that throughout this period, despite evidence of convergence, the racial gap in attainment between blacks and whites has been persistently determined by the initial gap. We obtain these results with 2SLS estimates where slavery is used as an instrument for the initial gap. The excludability of slavery is preliminarily established by instrumenting it with the share of disembarked slaves from the Trans-Atlantic Slave Trade. Using the same approach we also find that income growth is negatively affected by the initial racial gap in education and that slavery affects growth indirectly through this channel.race, inequality, education, slavery, development

State history, historical legitimacy and modern ethnic diversity

How much does the antiquity of states, and the sometimes arbitrary nature of colonial boundaries, explain the modern degree of theory of ethnic diversity and income disthnic diversity? It is shown that states with greater historical legitimacy (more continuity between the pre-colonial and post-colonial state) have less ethnic diversity. Historical legitimacy is more strongly correlated with ethnic diversity than the antiquity of states, genetic diversity or the duration of human settlement. Although historical legitimacy is particularly pertinent to Africa, the correlation also holds outside Africa