151-2-687
Social scientists have collected a large amount of data on the socioeconomic background of terrorists. According to a 2008 survey of such studies by Alan Krueger of Princeton University, they have found little evidence that the typical terrorist is unusually poor or badly schooled. Claude Berrebi of the RAND Corporation compared the characteristics of suicide-bombers recruited by Hamas and Islamic Jihad from the West Bank and Gaza with those of the general adult male Palestinian population. Nearly 60% of suicide-bombers had more than a high-school education, compared with less than 15% of the general population. They were less than half as likely to come from an impoverished family as an average adult man from the general population. Mr Krueger carried out a similar exercise in Lebanon by collecting biographical information for Hizbullah militants. They too proved to be better educated and less likely to be from poor families than the general population of the Shia-dominated southern areas of Lebanon from which most came.
There is also no evidence that sympathy for terrorism is greater among deprived people. In a series of surveys carried out as part of the Pew Global Attitudes Project in 2004, adults in Jordan, Morocco, Pakistan and Turkey were asked whether they believed that suicide-bombing aimed at American or other Western targets in Iraq was justified. Their answers could be broken down by the respondents¡¯ level of education. Although the proportions varied greatly between countries (with support lowest in Turkey), more schooling usually correlated with more agreement.
A. ¾îÈÖ
Social scientists »çȸ°úÇÐÀÚ. recruit ¸ðÁýÇÏ´Ù.
the West Bank À̽º¶ó¿¤ÀÇ ¿ä¸£´Ü˰ ¼ÂÊÁö¿ª. impoverished family ºó°ï°¡Á¤.
biographical îîÑÀ(Àü±â)ÀÇ. biographical information ìÑÙ£(Àθí)Á¤º¸.
militants ÀüÅõ¿ø, Åõ»ç. Shia üÞÎç(ȸ±³)ÀÇ ÇÑ ðó÷ï(Á¾ÆÄ).
deprived ºÒ¿ìÇÑ, ÇýÅà ¹ÞÁö ¸øÇÑ. respondent ÀÀ´äÀÚ.
proportions ºñÀ². correlated »ó°ü°ü°è°¡ ÀÖ´Â.
ÇÑ´«¿¡ º¸´Â
º£½ºÆ® ±â»ç
- 1 Çѵ¿ÈÆÀÇ ¿ª»çÀû »ç¸í°ú Áö¹æ¼±°ÅÀÇ ÀǹÌ
- 2 5¿ù31ÀÏÀº ±èÀϼº ¾ÕÀ¸·Î ÆíÁö ¾´ ³¯
- 3 À°»ç(ëÁÞÍ)°¡ ¹Ì¿ì¸é À°»ç¸¸ ÆóÁöÇ϶ó
- 4 ¿Ö ¸»¸®´Â »ç¶÷±îÁö ÈæÈ(ýÙûù)Çϴ°¡?
- 5 ÃÖ¾ÇÀÇ ÀúÁúµé¿¡°Ô Áö¹è´çÇÏ´Â ¿ì¸®ÀÇ Çö½Ç
- 6 ³ëÀε鿡°Ô ȸÀü¿îµ¿À» ºÎÃß±â´Ù´Ï
- 7 çïá¦ý³(¿À¼¼ÈÆ) ¼¿ï½ÃÀåÀÇ ½Â¸®´Â ¿øÄ¢°ú Á¤ÀÇÀÇ ½Â¸®´Ù
- 8 ¼¿ï½Ã¹ÎÀº ÀÌÀç¸í Á¤±ÇÀ» ½ÉÆÇÇß½À´Ï´Ù
- 9 ³²ÇÑ ºÎÀΰúÀÇ ÀÌÈ¥ µ¿±â(ÔÑѦ) - '±×³É ½È¾î¼'
- 10 ±èÁøÀº Àú½Â¿¡¼ Çѵ¿ÈÆÀ» ÀÀ¿øÇϰí ÀÖÀ» °ÍÀÌ´Ù!












