1,720,982 research outputs found
Replication Data for: Education as identity? A meta-analysis of education-based in-group preferences in candidate choice experiments
No full textIn a climate where education stratifies electorates, does a university degree universally pay dividends at the polls or is there an education homophily premium, whereby graduates disproportionately select "their own’"? Via a meta-analysis and original subgroup heterogeneity test of 20 candidate choice conjoint experiments from 12 affluent democracies, we demonstrate university educated candidates boast a 5 percentage-point preferability bump over their less educated counterparts. We also find evidence of education-based identity biases, observing significant in-group preferability among degree holders. Graduates are more inclined to place a premium on candidates’ membership of their educational in-group and penalise those from the out-group vis-à-vis non-graduates. These results clearly highlight the importance of education in the candidate favourability calculus and demonstrate that education’s biasing effect in shaping preferences will likely ensure the continued dominance of university educated representatives in affluent democracies, particularly as university enrolment rates continue to rise
Explaining the educational divide in electoral behaviour: testing direct and indirect effects from British elections and referendums 2016–2019
No full textAn educational divide has become apparent in Western democratic politics. Our understanding of why this divide has emerged remains limited as existing studies have not utilized mediation methodologies, which allow detailed examination of how education’s shaping effect on electoral behaviour is transmitted. This study addresses this gap in knowledge – providing a more complete picture of why modern British politics divide along educational lines. It applies the Karlson–Holm–Breen method to British Election Study data to explore firstly, what proportion of education’s total effect on vote choices, cast in the 2016 referendum, 2017 and 2019 General Elections, was transmitted indirectly, and secondly, the relative contribution of economic orientations, cultural attitudes and political cue-taking behaviours as drivers of this divide. Findings show 67–91% of education’s total effect on vote choices was transmitted indirectly and crucially, that vote choices divided along educational lines largely because educational groups exhibited divergent economic orientations, cultural attitudes and cue-taking behaviours. Results also highlight that educational division(s) in the referendum and General Election voting were driven by different mechanisms
Red wall: the definitive description
No full textThe ‘Red Wall’ has become a key term in Britain’s political lexicon. James Kanagasooriam, who coined the phrase, and Elizabeth Simon, trace the emergence of the Red Wall as a concept, and argue that while it has been widely misunderstood and misused, the Red Wall has significant implications for predicting future elections
Education as a growing source of social and political cleavage
No full textThe deepest gradient observed in voting at the United Kingdom’s 2016 referendum on European Union membership was structured along educational lines. Since Brexit, education has continued to play a key role in shaping public opinion and electoral behaviour. Despite there now being a consensus within public discourse that a stark educational divide has emerged in British politics, scant academic research has been undertaken in this area to-date and thus, little is known about the complex association of educational attainment with public opinion and electoral behaviour. This three-paper thesis provides a timely address to these gaps in knowledge. Each paper applies advanced quantitative methods to high-quality secondary data sources - including the British Election, British Household Panel and Understanding Society surveys - and contributes to providing a deeper understanding of how, and why, it is that educational attainment has come to shape the ways individuals think and vote in Britain today. Paper 1 seeks to understand why individuals with differing levels of educational attainment have tended to vote differently in recent British political contests. It uses mediation analysis to explore precisely what proportion of education’s total effect on vote choices was transmitted indirectly in British referendums and general elections from 2016-2019 and to identify the relative contribution of economic orientations, cultural attitudes and political cue-taking behaviours as drivers of this educational divide. Paper 2 builds on Paper 1, by investigating why it is that individuals with differing levels of education come to think differently in the first place. It uses a within-sibship design to provide a more robust test of higher education’s causal effect on British individuals’ attitudes in the period 1994-2020 and ultimately reveals the extent to which the differences observed in graduates’ and non-graduates’ attitudes are shaped by non-random selection into universities versus the educational and experiential effects of university study. Finally, Paper 3 moves beyond the individual-level of analysis, bringing geography in, to consider whether the impacts of the educational cleavage are felt evenly across Britain today. It uses a multilevel modelling strategy to explore the extent to which individuals with identical qualifications voted differently in different kinds of constituencies at British general elections from 2015-2019. Taken together, the novel findings presented in these papers provide an exceptionally detailed picture of education’s role in the realignment of British politics and shed light on how, and why, graduates have become a distinctive electoral group. In doing so, this thesis not only makes an important contribution to the British political sociology literature, but also informs broader debate(s) about the educational realignment of the politics of advanced Western democracies
Demystifying the link between higher education and liberal values: A within-sibship analysis of British individuals' attitudes from 1994-2020
No full textThe link between university graduation and liberal values is well-established and often taken as evidence that higher education participation causes attitudinal change. Identification of education’s causal influence in shaping individual preferences is notoriously difficult as it necessitates isolating education’s effect from self-selection mechanisms. This study exploits the household structure of the Harmonized British Household Panel Study and Understanding Society data to tighten the bounds of causal inference in this area and ultimately, to provide a more robust estimate of the independent effect of university graduation on political attitudes. Results demonstrate that leveraging sibling fixed-effects to control for family-invariant pre-adult experiences reduces the size of higher education’s effect on cultural attitudes by at least 70%, compared to conventional methods. Significantly, within-sibship models show that obtaining higher education qualifications only has a small direct causal effect on British individuals’ adult attitudes, and that this effect is not always liberalizing. This has important implications for our understanding of the relationship between higher education and political values. Contrary to popular assumptions about education’s liberalizing role, this study demonstrates that the education-political values linkage is largely spurious. It materializes predominately because those experiencing pre-adult environments conducive to the formation of particular values disproportionately enroll at universities
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
The Geography of Educational Voting: Understanding Where Individuals with Similar Qualifications Vote Differently Across Britain
No full textThis study offers a novel account of the geographical variation in the association of educational attainment with electoral behaviour. It estimates multilevel random-coefficient models using survey data from the British Election Study Internet Panel and data on constituency characteristics to explore the extent to which, and reasons why, the voting behaviours of individuals with identical qualifications varied across different types of parliamentary constituencies in British general elections from 2015-2019. We find the geography of this educational cleavage has not been evenly distributed in recent years. While the individual-level association of educational attainment and vote choice indeed varied geographically at the 2015, 2017 and 2019 general elections, there is only limited evidence to suggest that similarly educated individuals voted differently in constituencies with low and high densities of persons with high levels of education. Rather, our findings suggest that constituency left behind-ness (broadly defined) is the most important factor in explaining the spatial heterogeneity of education-based voting in recent British general elections
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