Does College Influence Sociopolitical Attitudes?

Campbell, Colin; Horowitz, Jonathan

doi:10.1177/0038040715617224

Cited by 88 publications

(73 citation statements)

References 61 publications

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“…College graduates are more likely to be civically engaged, to participate in local affairs, to volunteer, and to vote (Baum et al, 2013). They are more likely to espouse progressive values, and to express commitments to important social justice values including antiracism and feminism (Campbell & Horowitz, 2016;Eagan et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Changing the frame: queering access to higher education for trans* students

Marine

2017

International Journal of Qualitative Studies in Education

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Higher education Program, Merrimack college, north andover, Ma, uSa ABSTRACT College access and graduation results in significant life advantages, including higher lifetime incomes, better physical and mental health outcomes, and greater rates of civic engagement. Unfortunately, trans* youth have been systematically prevented from full participation in post-secondary education due to genderist practices and policies. Employing a queer theoretical frame, this manuscript identifies three critical junctures in the college access process where genderist norms inhibit college access and persistence for trans* youth. Five specific strategies for queering college access by ending or minimizing the impact of genderism are advanced, including cultivating the role of school counseling personnel as advocates, reformation of admissions practices, and attention to fostering gender-inclusive co-curricular activities and student communities.

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Section: Introductionmentioning

confidence: 99%

Changing the frame: queering access to higher education for trans* students

Marine

2017

International Journal of Qualitative Studies in Education

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“…; Schofer and Meyer ). The development of education, especially higher education, is seen as an important factor in fostering liberal and tolerant personhood (Campbell and Horowitz ; Dey ; Meyer et al. ; Treas ).…”

Section: Educational Effects: Sophistication Socialization and Valumentioning

confidence: 99%

“…; Treas ). Specifically, education is associated with many components of liberal values, including trust in others (Easterbrook, Kuppens, and Manstead ), civic participation (Saha ; Welzel and Inglehart ), tolerance of immigrants (Kehrberg ), gender equality (Campbell and Horowitz ), and tolerance of homosexuality (Pampel ; Treas ).…”

Section: Educational Effects: Sophistication Socialization and Valumentioning

confidence: 99%

Tolerance of Homosexuality in 88 Countries: Education, Political Freedom, and Liberalism

Zhang

Brym

2019

Sociological Forum

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Researchers have repeatedly found a positive correlation between education and tolerance. However, they may be victims of an unrepresentative sample containing only rich Western liberal democracies, where political agendas have a liberalizing effect on curricula. In this paper, we specify the relationship between education and liberal attitudes by analyzing data on educational attainment and tolerance of homosexuality (one dimension of liberalism) drawn from a heterogeneous sample of 88 countries over the period 1981–2014. We argue that nonliberal political agendas in some countries undermine the supposed universality of the positive relationship between educational attainment and tolerance of homosexuality. In relatively free countries, education is indeed associated with greater tolerance. However, in relatively unfree countries, education has no effect on tolerance and in some cases encourages intolerance. Specifically, our analysis demonstrates that education is associated with tolerance of homosexuality only when regimes energetically promote liberal‐democratic values. The larger theoretical point is that the agendas of political regimes shape civic values partly via education systems. Especially in an era when democracy is at risk in many countries, it is important to recognize that education is not always a benign force.

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“…Participant gender was contrasted coded as (+1) for females and (−1) for males, and continuous predictors were mean centered. Because undergraduate education is related to increasingly egalitarian gender beliefs and sociopolitical attitudes (Bryant 2003;Campbell and Horowitz 2016), participants' academic year (e.g., freshman, sophomore) was statistically controlled (as a continuous, centered variable). The semester in which the data were collected was also included as a covariate (as a continuous, centered variable) in order to account for dependences in the data based on collection semester.…”

Section: Path Modelsmentioning

confidence: 99%

Negative Gender Ideologies and Gender-Science Stereotypes Are More Pervasive in Male-Dominated Academic Disciplines

Banchefsky

Park

2018

Social Sciences

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Male-dominated work environments often possess masculine cultures that are unwelcoming to women. The present work investigated whether male-dominated academic environments were characterized by gender ideologies with negative implications for women. A survey of 2622 undergraduates across a variety of academic majors examined how gender imbalance within the major corresponded with students' gender ideologies. We hypothesized that men in male-dominated domains might justify their dominance and prototypical status by adopting gender ideologies and stereotypes that denigrate women and treat men as the normative and superior group. Confirming this hypothesis, men in increasingly male-dominated academic majors were more likely to endorse Assimilationism-that women should adapt and conform to masculine work norms in order to succeed-and Segregationism-that men and women should pursue traditional social roles and careers. Moreover, they were less likely to endorse Gender Blindness-that attention to gender should be minimized. They were also more likely to agree with the gender-science stereotype that men do better in math and science than women. In contrast, gender imbalance in the major did not influence women's gender ideologies, and women in increasingly male-dominated majors were significantly less likely to endorse the gender-science stereotype.

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Does College Influence Sociopolitical Attitudes?

Cited by 88 publications

References 61 publications

Changing the frame: queering access to higher education for trans* students

Changing the frame: queering access to higher education for trans* students

Tolerance of Homosexuality in 88 Countries: Education, Political Freedom, and Liberalism

Negative Gender Ideologies and Gender-Science Stereotypes Are More Pervasive in Male-Dominated Academic Disciplines

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