Education and trust: A tale of three continents

Güemes, Cecilia; Herreros, Francisco

doi:10.1177/0192512118779184

Cited by 13 publications

(7 citation statements)

References 20 publications

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“…In this study, I have considered how levels of trust differ across educational groups in different contexts globally. In line with recent cross-national studies (Borgonovi 2012;Charron and Rothstein 2016;Frederiksen, Larsen, and Lolle 2016;Güemes and Herreros 2019), my analysis of data from multiple sources, including three waves of the WVS, eight waves of the ESS, as well as country-level indicators from the World Bank, shows that the education and trust relation changes substantially both across countries and within countries over time.…”

Section: Resultssupporting

confidence: 80%

“…Similarly, Frederiksen, Larsen, and Lolle (2016) find that, whereas education has a positive impact on trust in low-corruption western democracies, it has a negative impact on trust in less developed and more corrupt societies, including Serbia, Turkey, Hungary, Slovakia, Bulgaria, Croatia, Kosovo, and Ukraine. Most recently, Cecilia Güemes and Francisco Herreros (2019) show that the association between education and trust is mediated by state efficacy: Whereas education has a positive impact on trust in Europe, it has a weak impact on trust in Latin America and a negative effect in Africa.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In China, Cary Wu and Zhilei Shi (2020) suggest that education has a negative impact on people's trust. Several cross-national studies have also shown that the education and trust association can vary from positive to negative depending on the specific institutional contexts (e.g., Borgonovi 2012;Charron and Rothstein 2016;Frederiksen, Larsen, and Lolle 2016;Güemes and Herreros 2019). For example, the effect of education is found to be negative in highly corrupt countries such as Serbia, Turkey, Hungary, Slovakia, Bulgaria, Croatia, Kosovo, and Ukraine (Frederiksen, Larsen, and Lolle 2016).…”

Section: Introductionmentioning

confidence: 99%

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Education and Social Trust in Global Perspective

2021

Sociological Perspectives

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A large literature has suggested that education leads to higher trust. In this article, I argue that how education and trust are associated at the individual level may depend on the level of risk and uncertainty of each institutional setting. Trust involves not only individuals’ risk-taking propensity and capability but also their perception of how uncertain or risky the situation they are in. I test this micro–macro interactive approach by analyzing data from the World Values Survey, the European Social Survey, and the World Bank. Results show that the education and trust association can change from positive to negative both cross-nationally and within national contexts over time in response to the social and political stability at the macro level. In stable and low-conflict societies, the association between education and trust is highly positive. However, the association becomes negative in transitional societies where social and political risks are widespread. Supporting the risk-taking and risk awareness mechanisms underpinning the interactive process, I show that education has varying impacts on risk-taking propensity and risk awareness across different institutional contexts.

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Section: Resultssupporting

confidence: 80%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Education and Social Trust in Global Perspective

2021

Sociological Perspectives

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“…They also say that the speed and the extent of changes are dependent on cultural inertia and elements of the given social environment, for instance changes in the social structure and political system. The nature of the effects of education on institutional trust is explained further in an empirical study by Güemes and Herreros (2018). These scholars show that the effect of education is dependent on state efficacy; in a weak state, educated people are less trusting, and alternatively, in those countries where state efficacy is higher, educated people tend to have more trust.…”

Section: Frameworkmentioning

confidence: 99%

Institutional design for credence goods: Can the existence of financial incentive be problematic? Evidences from childbirth system of Bangladesh

Baniamin

Jamil

2017

International Journal of Public Administration

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This dissertation analyzes institutional trust, first, in the three South Asian countries of Bangladesh, Nepal, and Sri Lanka, and then in 32 African countries. These countries were chosen in order to explore why citizens in developing countries trust public institutions despite those institutions' poor performance. Most of the existing literature on institutional trust indicates that trust in public institutions is contingent on institutional performance and governance quality. This view accords with the rational choice theory and the logic of consequences, with the argument that citizens will evaluate better performance and governance positively, and poor performance and bad governance negatively. These evaluations should be reflected in the citizens' trust in government institutions. Based on this logic, governmental organizations and agencies, for instance those in OECD (Organization for Economic Cooperation and Development) countries, should enjoy higher institutional trust than do such organizations and agencies that perform poorly, examples being those in non-OECD countries. This is because various public institutions in OECD countries, when they are compared with similar institutions in non-OECD countries, have generally higher performance in a number of areas, for instance in the health and education sectors, and they have better governance. However, certain crosscountry surveys (e.g., the World Values Survey and the European Values Study) indicate that public institutions in a number of non-OECD countries, despite their lower performance and poor governance, enjoy higher institutional trust than do comparable institutions in OECD countries. The 'logic of consequences' then becomes questionable as an explanatory variable of institutional trust, and the use of rational choice theory becomes problematic as a theoretical lens through which to explain the same phenomenon. This is the point of departure for this dissertation. The articles in this dissertation propose that along with the consequential logic of rational choice theory, additional explanatory variables may be required to explain the empirical inconsistency of inflated trust in the public institutions of under-performing countries. The proposed variable is based on a cultural attribute, more specifically, authoritarian cultural orientation (ACO). This cultural attribute is tested through a country-representative survey called the Governance and Trust Survey 2 (GoT 2), which was administered in Bangladesh, Nepal, and Sri Lanka. Thereafter, the effects of a similar kind of cultural orientation are explored in 32 African countries using survey data from Afro-barometer. The proposed cultural norm measured by ACO indicates something about people's degree of unquestioning obedience to authority. People who have higher ACO tend to have a higher degree of vi institutional trust. This cultural aspect is related to social values and norms, obligations, and commitment, which together are referred to as the 'logic of appropriateness', as described by March an...

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“…Considering our theoretical objectives, however, we needed a sample biased in favor of greater diversity and unprejudiced reactions. As numerous studies have shown (e.g., Güemes and Herreros 2019; Thomsen and Olsen 2017), students and higher-educated individuals in consolidated democracies are high in social trust and disproportionately tolerant toward ethnic minority members. University students have an additional characteristic that suits our purposes: in democracies, universities recruit persons into the political and administrative elite, who often advocate lenient immigration policies, despite their unpopularity among lower-educated individuals (Thomsen and Olsen 2017).…”

Section: Data Measures and Experimental Designmentioning

confidence: 99%

Do Pure Liberals Both Endorse Immigration and Reject Muslims? Examining the Inconsistency Hypothesis

Thomsen

Terkelsen

2022

International Migration Review

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Some people have consistently positive attitudes toward ethnic minority members in every respect. Sniderman and Hagendoorn (2007) characterize these individuals as “pure liberals.” Because of limited empirical evidence on the characteristics of this category of majority members, the consistency thesis, claiming that pure liberals have no negative reactions toward Muslims, remains contentious. Accordingly, we introduce a new idea – the inconsistency hypothesis – claiming that pure liberals’ commitment to greater ethnic diversity may not convert into unprejudiced reactions toward Muslim minority members. To test our inconsistency hypothesis, we fielded a survey in 2018 that also included a so-called list experiment among 716 Danish university students. The list experiment was designed to measure prejudice toward Muslims. Our analyses of the survey’s observational data revealed that pure liberals supported the general idea of greater diversity and remained positive toward ethnic minorities. However, and unlike previous research, the list experiment showed that around 34 percent of pure liberals in the survey were prejudiced toward Muslims. When we combine the observational and experimental evidence, it appears that many pure liberals had inconsistent attitudes: around a third of pure liberals combined support for the general idea of a multiethnic society with prejudice toward Muslims. Our inconsistency hypothesis contributes to literatures on liberal orientations and prejudice toward Muslims: Many liberals are not liberals, and prejudice is surprisingly powerful. The conclusion emphasizes the role of self-interest and distinct values as drivers of prejudice among the strongest advocates of a multiethnic society.

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Education and trust: A tale of three continents

Cited by 13 publications

References 20 publications

Education and Social Trust in Global Perspective

Education and Social Trust in Global Perspective

Institutional design for credence goods: Can the existence of financial incentive be problematic? Evidences from childbirth system of Bangladesh

Do Pure Liberals Both Endorse Immigration and Reject Muslims? Examining the Inconsistency Hypothesis

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