Can Interventions Targeting Community Attitudes Improve Education for Marginalized Students? Evidence from a Mixed-Methods Experimental Design in Zimbabwe
This paper uses a quasi-randomized field experiment in Zimbabwe to understand the impact of a large-scale intervention targeting community attitudes. I measure the impact that the program has had on attitudes, the behaviour of teachers and caregivers, and the learning and progression outcomes of at-risk youth. The quantitative survey and learning assessment data I use for this is complemented by transcripts from focus groups and interviews, which I analyze using innovative text mining methods to measure changes in community sentiment towards marginalized groups.