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The Harvard Center for International Development is home to faculty affiliates from each school at Harvard University, working across sectors in developing nations around the world.

Faculty research is published in a wide range of academic and policy venues and can be found through the feed and filters below. Select faculty research papers are highlighted in our Faculty Research Insights series on our blog, CID Voices.

CID working papers published by Harvard faculty, graduate students, and research fellows prior to 2024 can be found here

Showing results 31 - 40 of 596

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Sarah Dryden-Peterson
Vol. 173
In this theory generating article, we take up the question of what shapes the role of host governments in social service provision for refugees, using the case of education. We…
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Fernando M. Reimers
This essay explains that periodic examination of the goals of education is essential for educational institutions to ensure they are adequately preparing students to address the…
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Sarah Dryden-Peterson
Vol. 36, Issue 4, Pages 587-603
Education is one of the key tools of nation-building, as it aims to create future citizens. Yet what happens in seemingly ‘futureless’ contexts where refugees cannot access even…
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Sarah Dryden-Peterson
Vol. 36, Issue 4, Pages 782-801
Limitations on membership and participation in host societies sharply constrain refugee young people’s civic development. Especially when refugees attend national schools, they…
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Desmond Ang
Nearly 400,000 Black men were drafted into the National Army during World War I, where they toiled in segregated units and received little formal training. Leveraging novel…
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Carmen Reinhart
Working Paper No. 32599
We study sovereign external debt crises with a focus on creditor losses, or "haircuts". Our sample covers 321 sovereign debt restructurings with external private creditors over…
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Michael Woolcock
Working Paper No. 10051
Responding effectively and with professional integrity to the many challenges of public administration requires recognizing that access to more and better quantitative data is…
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Catherine Elizabeth Snow
Vol. 9
Children from historically marginalized racial/ethnic and socioeconomic groups, on average, score lower on widely used assessments of academic, executive functioning, and social-…