All
 
|
 
 


Universal Impact of Formal Education on Value Attitudes in Cross-Regional Perspective
 
PIIS013216250014147-4-1
DOI10.31857/S013216250014147-4
Publication type Article
Status Published
Authors
Andrey Korotayev 
Occupation: Head of the Laboratory of Monitoring of Risks of Sociopolitical Destabilization; Leading Researcher
Affiliation:
National Research University “Higher School of Economics”
Russian Presidential Academy of National Economy and Public Administration
Address: Russian Federation, Moscow
Julia Zinkina
Occupation: Senior Researcher
Affiliation: Russian Presidential Academy of National Economy and Public Administration
Address: Russian Federation, Moscow
Sergey Shulgin
Occupation: Vice-head of the International Laboratory of Demography and Human Capital
Affiliation: Russian Presidential Academy of National Economy and Public Administration
Address: Russian Federation, Moscow
Kirill E. Novikov
Occupation: Researcher; Associate Professor
Affiliation:
Gaidar Institute of Economic Policy
Russian Presidential Academy of National Economy and Public Administration
Address: Russian Federation, Moscow
Journal nameSotsiologicheskie issledovaniya
EditionIssue 9
Pages64-70
Abstract

Cognitive-psychological theory of education expects it to display some universal effects on human rationality and attitudes. However, recent evidence suggests that the impact of education on values depends on the particularities of values in the milieu where education is received. This paper aims to systematically investigate effects of formal education on value attitudes highlighting universals among these effects observed in all regions of the world. For this purpose, we use a multivariate model based on data from seven waves of the World Values Survey. Six subsamples of countries were analyzed including OECD, Eastern Europe, Latin America, the Middle East and North Africa, Sub-Saharan Africa, East and Southeast Asia. Following universal effects were found out: as the education levels of the respondents raises, so does the level of their participation in various social organizations, as well as their interest for politics and willingness to participate in various political actions. Tolerance to living in the neighborhood with people of different race, religion increases, as does tolerance to manifestations of freedom of choice. Commitment to gender equality and child emancipation values grows with education. The more educated respondents also feature decreasing religiosity. Such a row of universally observed effects of education makes it possible to assert that values are influenced not only by specific social contexts in which education is acquired, but also by the level of education itself, - a fact supporting cognitive-psychological theory.

Keywordsvalues, education level, education effects on values, post-materialistic values, social activity, participation in politics, emancipation of children, gender equality, religiosity
AcknowledgmentThe article was prepared as part of the research work under the state assignment of the RANEPA.
Received03.09.2021
Publication date27.09.2021
Number of characters17754
Cite  
100 rub.
When subscribing to an article or issue, the user can download PDF, evaluate the publication or contact the author. Need to register.

Number of purchasers: 0, views: 1168

Readers community rating: votes 0 

1. Althusser L. (2011) Ideology and ideological state apparatuses. Neprikosnovennyi zapas [Emergency reserve]. No. 3(77): 14–58. (In Russ.)
2. Bourdieu P., Passeron J.-C. (2007) Reproduction: elements of theory of education system. Moscow: Prosveshchenie. (In Russ.)
3. Gramsci A.G. (1991) Prison Notebooks. Moscow: Politizdat. (In Russ.)
4. Alesina A., Ferrara E. L. (2000) The determinants of trust. National bureau of economic research. No. w7621.
5. Altmeyer B. (1988) Enemies of freedom: Understanding right-wing authoritarianism. San Francisco: Jossey-Bass.
6. Coenders M., Scheepers P. (2003) The Effect of Education on Nationalism and Ethnic Exclusionism: An International Comparison. Political Psychology. No. 24(2): 313–343.
7. Döring H. (1992) Higher education and confidence in institutions: A secondary analysis of the ‘European values survey’, 1981–83. West European Politics. No. 15(2): 126–146.
8. Glaeser E.L. et al. (2000) Measuring trust. The Quarterly Journal of Economics. No. 115(3): 811–846.
9. Gorman B., Naqvi I., Kurzman C. (2019) Who Doesn’t Want Democracy? A Multilevel Analysis of Elite and Mass Attitudes. Sociological Perspectives. No. 62(3): 261–281.
10. Hakhverdian A., Mayne Q. (2012) Institutional trust, education, and corruption: A micro-macro interactive approach. The Journal of Politics. No. 74(3): 739–750.
11. Kitschelt H. (1994) The Transformation of European Social Democracy. New York: Cambridge University Press.
12. Kitschelt H., Rehm P. (2014) Occupations as a Site of Political Preference Formation. Comparative Political Studies. No. 47(12): 1670–1706.
13. Knack S., Keefer P. (1997) Does social capital have an economic payoff? A cross-country investigation. The Quarterly Journal of Economics. No. 112(4): 1251–1288.
14. Lipset S.M., Raab E. (1978) The Politics of Unreason. 2nd ed. Chicago: University of Chicago Press.
15. Nunn C.Z., Crockett H., Williams J.A. (1978) Tolerance for Nonconformity. San Francisco: Jossey-Bass. 
16. Raychaudhuri T. (2018) The social roots of Asian American partisan attitudes. Politics, Groups, and Identities. No. 6(3): 389–410.
17. Selznick G.J., Steinberg S. (1969) The tenacity of prejudice: Anti-Semitism in contemporary America. Oxford, England: Harper & Row.
18. Stember C. H. (1961) Education and Attitude Change. New York: Institute of Human Relations Press.
19. Wang L., Gordon P. (2011) Trust and institutions: A multilevel analysis. The Journal of Socio-Economics. No. 40(5): 583–593.
20. Zinkina J. et al. (2019) A Big History of Globalization. Cham: Springer.

Система Orphus

Loading...
Up