The theoretical assumptions of deliberative democracy are increasingly embraced by policy makers investing in deliberative democratic practices, often without adequate empirical verification. One such assertion concerns the stimulus of social learning among participants of civic deliberation. Through the innovative use of a quasi-experimental design, it is tested if - and among whom - participation in mini-publics stimulates social learning. In terms of whom, this analysis demonstrates higher social learning according to gender (men) and education level. The results inform a richer theory on the impacts of deliberation, as well as better use of limited resources for deliberative practice.
