Effects of Education on Attitude to Protest

Hall, Robert L.; Rodeghier, Mark; Useem, Bert

doi:10.2307/2095588

Cited by 60 publications

(50 citation statements)

References 19 publications

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“…There are also a number of nonconformist groups whose ideas and actions do not involve violence or lawbreaking but whose views are well outside the mainstream. In addition, other research shows that the positive effects of education on tolerance extend to greater approval among the highly educated for social protest by nonconformist groups (Hall, Rodeghier, and Useem, 1986). Our results suggest that education, partly via its impact on conceptual ability or cognitive sophistication, is important for tolerance of the merely disliked group but is unimportant for tolerance of the extraordinarily disliked group.…”

Section: Discussionsupporting

confidence: 47%

Education and Political Tolerance: Testing the Effects of Cognitive Sophistication and Target Group Affect

Bobo

Licari

1989

Public Opinion Quarterly

436

268

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This paper examines the effects of education and cognitive sophistication on willingness to extend civil liberties to nonconformist groups. We conducted secondary analysis of the 1984 General Society Survey data. The results show that there is a strong tolerance dimension that cuts across groups and types of actions. We found strong positive effects of education on a multiple target group tolerance scale that included both left-wing and right-wing groups. A substantial fraction of the education effect on tolerance is mediated by cognitive sophistication. The effects of education on tolerance are strong even when a person has negative feelings toward the target group. This paper helps identify why and when (e.g., cognitive sophistication and dislike of a target group) education enhances political tolerance. We discuss the implications of the research for debates on the educationtolerance relationship.

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Section: Discussionsupporting

confidence: 47%

Education and Political Tolerance: Testing the Effects of Cognitive Sophistication and Target Group Affect

Bobo

Licari

1989

Public Opinion Quarterly

436

268

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“…Moreover, education provides individuals with the skills to make rational choices; it also "restrains them from adhering to extremist and monistic doctrines" (Lipset 1981:39). Consequently, people with a higher degree of schooling are inclined to be tolerant of others' actions (Hall et al 1986:565) and less supportive of violent protests (Hall et al 1986). …”

Section: Explaining Collective Actionmentioning

confidence: 99%

Islam, Islamism, and Collective Action in Central Asia

Shaykhutdinov¹,

Achilov²

2014

Trames

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To what extent does Islam help explain the dynamics of a participatory civil society in the post-Soviet Muslim-majority Central Asia? More specifically, to what extent does the variation in Islam (personal religiosity) and political Islam (support for Islam's role in politics) help predict the propensity to engage in elite-challenging collective political actions, rooted in self-assertive social capital? Grounded in emancipative social capital theory, this article embarks on an individual-level quantitative analysis to systematically examine the variation in self-assertive collective action in four Central Asian republics. This study contributes to a more nuanced understanding of the empirical nexus between general religiosity (Islam), Islamism (Political Islam), and elite-challenging collective actions and offers new clues on the empirical interactions between resurgent Islam and collective political participation in the post-Communist Muslim world. last years of the Soviet rule and the early post-communist period (Beissinger 2002, Cichock 2003, it is common wisdom that the currently depressed status of the region's civil society leaves much to be desired. However, there are several examples which underline the potential for development of a vibrant civil society and social capital mobilized for collective public good in the region. Memories of the historical Basmachi movement that slowed down the Soviet advance in the region; Moscow's ensuing suspicion that the region is explosive and unreliable; the Jeldoqsan protests in Alma-Ata, which forebore the end of the Soviet Union; two Tulip Revolutions in Kyrgyzstan; the protest alliance of "seemingly antithetical political forces", which included "pro-democracy movement" active in Dushanbe, religious forces, and supporters of an ex-communist leader, Nabiyev, in Tajikistan in opposition to the governing communist nomenklatura (Olcott 2005:45-46); and the active dissident diaspora are some of the examples, which underline the potential for development of a vibrant civil society and social capital mobilized for collective public good in the region. In this paper, we are using the cases of four Central Asian Republics (CARs) to examine our central question which addresses the influence of Islam on the formation of emancipative social capital, or selfassertive collective participation in mass political action. This question has relevance beyond the Central Asian region, both for the larger Islamic world and the areas where Muslims form significant minority populations.By building on Welzel et al.'s (2005) frame of emancipative social capital theory, this study probes the following questions: To what extent does variation in attachments to spiritual Islam (as a way of life), as well as politically motivated Islamism, help explain the likelihood of elite-challenging collective protests? To examine the extent to which the dynamics of self-assertive publics can be explained by variation in attachments to Islam and Islamism, this study embarks on a quantitative analysis of e...

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“…Moreover, education weakens religious values but strengthens democratic values (see e.g. Hall et al 1986, Weakliem 2002, Kalmijn and Kraaykamp 2007. In a study of some 40 nations from 2002, Weakliem (2002) finds support for educational effects on a large number of political opinions and values, and concludes that more highly educated people are more likely to have an opinion of some kind.…”

Section: Non-market Outcomes Of Education: Previous Findingsmentioning

confidence: 99%

“…Education may here generate values not mirrored on the market, relating to both the individual and to society. When these individual and societal non-market outcomes of education have been explored, the focus has typically been on attitudes and health outcomes (see e.g., Hall et al 1986, Ross and Wu 1995, Stacey 1998, Weakliem 2002, Bynner et al 2003, Helliwell and Putnam 2007, Murray 2009, Ross and Mirowsky 2010, Babones 2010) which means that we have a relatively good knowledge of the positive relationship between education and health, and cross-sectional information on the relationship between education and attitudes. There is, however, limited research investigating non-market outcomes in the form of capabilities, and only a small amount of this research has been done longitudinally.…”

mentioning

confidence: 99%

Higher education and self-governance: the effects of higher education and field of study on voice and agency in Sweden

Brännlund

Nordlander

Strandh

2012

International Journal of Lifelong Education

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There is extensive research pointing to the positive effects of education in the form of labour market outcomes. These outcomes are vital when evaluating education; there are however additional outcomes of education that might also be important for quality of life. From this point of view, education could affect non-market areas such as democracy, gender equality and civic engagement. This article investigates the effects of level of education and field of study on two vital non-market capabilities: agency and voice. The study uses an eight-year longitudinal national survey of 1058 Swedish youth, controlling for baseline values of voice and agency. The empirical analysis shows that university education increases young people's capabilities of voice and agency. Field of study was also found to have a relationship with agency, where social science and business education was found to be connected with the highest probability of agency, whereas there were only small effects of field of education on voice.

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Effects of Education on Attitude to Protest

Cited by 60 publications

References 19 publications

Education and Political Tolerance: Testing the Effects of Cognitive Sophistication and Target Group Affect

Education and Political Tolerance: Testing the Effects of Cognitive Sophistication and Target Group Affect

Islam, Islamism, and Collective Action in Central Asia

Higher education and self-governance: the effects of higher education and field of study on voice and agency in Sweden

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