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This article explores in some detail published research exploring the associations between aspects of education (knowledge and skill acquisition, attitude formation, credential acquisition, participation in networks and institutions) and political outcomes such as participation, partisan choice and political identity. Correlated effects models, direct effects models, and relative effects models are considered in turn. Particular attention is paid to the relative effects of network position. Some notable gaps in the research literature are identified, notably regarding citizens' understanding of the nature of political processes.
Emler et al. (Mon,) studied this question.