Education based thinking and behaving? Towards an identity perspective for studying education differentials in public opinion and political participation

Bram Spruyt, Toon Kuppens

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12 Citations (Scopus)
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Abstract

Education based thinking and behaving? Towards and identity perspective for studying education differentials in public opinion and political participation Abstract Ever since scholars started studying public opinion and political behaviour, they have reported substantial educational differences. Much debate remains however, about how to interpret these differences. Recently a number of scholars in a variety of terms and theoretical reasoning have proposed interpretations that suggest education has become a source of (inter) group processes. Against that background, the objective of this paper is twofold. First, we reflect on this stream of thought arguing that it provides a starting point for the development of a new approach for studying educational differentials. One that is centred around the proposition that the central and highly institutionalized nature of education in contemporary societies paves the way for education-based (inter-) group behaviour and thinking. Starting from this, secondly, we attempt to take stock of existing research, propose a research agenda, and provide data that illustrates a starting point for the research we propose.
Original languageEnglish
Pages (from-to)291-312
Number of pages22
JournalEuropean Journal of Cultural and Political Sociology
Volume2
Issue number3-4
DOIs
Publication statusPublished - 2015

Keywords

  • education

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