Education

GOV 39/4 2026-07-19 Original Breaking Out of Low‐Effort Traps: Bureaucratic Leadership by Persuasion Martin Haus

PMR — pp. 1-43 2026-07-17 Original Performance system design factors that encourage information use: a survey experiment of decision-making by school principals Javier Fuenzalida, Andrés Fernández-Vergara, Pablo A. González, Gregg G. Van Ryzin, Cristóbal Alarcón

JOP 88/2 pp. 618-630 2026-04-01 Original “It’s a Gender Thing”: The Wrongdoing of Stereotype Articulation Lasse Nielsen, Mathilde Cecchini Abstract In this article, we study wrongdoing features of discrimination. We develop grounded moral theory as an analytical tool to explore the wrongdoing of stereotype articulations and apply that to cases of stereotype articulation by teachers in primary school. Since cases of wrongful discrimination refer to stereotypes—such as ethnicity and gender—articulations of these stereotypes will expose the wrongdoing features of discrimination. Moreover, focusing on stereotype articulations allows us to get close to the contextual aspects from which the wrongdoing features take form. From our analysis, we conclude: (1) that wrongful discrimination is not one phenomenon but rather a set of different types of wrongdoing, (2) that wrongdoing features such as harm and disrespect, traditionally used to account for wrongful discrimination, are often coexisting and interacting in stereotype articulations in practice, and (3) that the shape of wrongdoing depends on contextual circumstances. We believe this brings novel insights to discrimination theory.

PSJ 54/3 2026-03-06 Original Education and the Unequal Costs of Voting: Administrative Burdens and Democratic Participation Cameron J. Arnzen Abstract ABSTRACT Administrative burdens are an inherent feature of citizen–state interactions, shaping who can access public programs and exercise fundamental rights. These burdens are not distributed evenly; instead, they tend to exacerbate inequality by imposing disproportionate costs on individuals with fewer resources or skills. Given that some administrative burdens exacerbate complexity, this paper investigates an understudied dimension upon which burdens may have disproportionate impacts: education. Using the case of U.S. elections, this paper explores how administrative burdens interact with education to shape democratic participation. Drawing on validated voter data from the Cooperative Election Study (2008–2024) linked with the Cost of Voting Index, I show that increases in the administrative complexity of voting disproportionately deter participation among individuals with less education. By highlighting education as a critical but understudied dimension of inequality in navigating burdens, this study demonstrates how the design of onerous public policies, such as election laws, can systematically advantage some citizens over others.