Education, income and cultural participation across Europe

Abstract

In this paper, we analyze the determinants of cultural participation in four European countries, particularly focusing on education and income. Using data from the 2015 modules of the European Union Statistics on Income and Living Conditions (EU-SILC) for Spain, Italy, France and Germany, we estimate a Zero Inflated Ordered Probit (ZIOP) to model participation in two cultural activities: attendance to cinema and visits to sites of cultural interest. We find that the effect of education varies between cinema and cultural visits, being its marginal effect more relevant for the last. On the contrary, given a certain level of education, an increase in income will bring more people to the cinema. ResumenEn este artículo se analizan los determinantes de la participación cultural en cuatro países europeos, prestando particular atención al papel de la educación y la renta. Utilizando datos del módulo de 2015 de la Encuesta Europea de Ingresos y Condiciones de vida (EU-SILC) para España, Italia, Francia y Alemania, se estima un modelo Probit Ordenado con Inflación de Ceros (ZIOP) para modelizar la participación en dos actividades culturales distintas: asistencia al cine y visitas a lugares de interés cultural. Nuestros resultados muestran que el efecto de la educación varía entre la participación en las dos actividades, siendo su efecto marginal más importante para las visitas a lugares de interés cultural. Por otro lado, dado un determinado nivel educativo, un aumento de la renta hace que los individuos acudan más al cine.Palabras clave: participación cultural, educación, cine, museos. Clasificación JEL: Z11.

Decommodify the 2030 Agenda: Why and How to Finance What Is Not Profitable?

“…Designing job guarantee programs to meet these objectives and doing so through culture and the arts is a crucial commitment that must be explored for their effective implementation. We know, given the unique characteristics of the labor market for artists and creative professionals [28,[34][35][36][37][38][39][40][41][52][53][54][55]116,117], that we have the human resources available to accomplish them.…”

“…On the other hand, empirical evidence seems to support this field that disregards the vast literature on critical theory that justifies the value of the arts for society and the promotion of the cultural industry. Art education, not income, is the main determinant of cultural consumption [53][54][55]. It is true that people with higher income have access to cultural education, but it is this access, not income itself, that allows development of the skills necessary to understand the symbolic elements of cultural consumption.…”