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Project
Education based status: An empirical assessment of the institutional effects of education. (FWOAL805)
In this project we assess the particularities and consequences of education-based status in contemporary Western societies. More specifically, we focus on the prevalence of intergroup education-based categorization and differentiation and its consequences for public opinion and political participation.
To this end, we seek to answer three interrelated research questions. First, does the relationship between educational attainment and social status vary systematically according to characteristics of the institutional context of different countries?
Secondly, how sensitive are people to references to their educational attainment and which role does the field of study play in this matter? And finally, what behavioral and attitudinal consequences does (self)-categorization in terms of educational attainment have? Or put differently, how does education-based status effects come about in practice? .
To answer these questions we rely on both cross-national and single country studies as well as on population-based experiments that assess whether subtle manipulations of the salience of ‘education based labels’ or the awareness of the ‘educational composition of the context’ result in adaptations of thought and behavior.
To this end, we seek to answer three interrelated research questions. First, does the relationship between educational attainment and social status vary systematically according to characteristics of the institutional context of different countries?
Secondly, how sensitive are people to references to their educational attainment and which role does the field of study play in this matter? And finally, what behavioral and attitudinal consequences does (self)-categorization in terms of educational attainment have? Or put differently, how does education-based status effects come about in practice? .
To answer these questions we rely on both cross-national and single country studies as well as on population-based experiments that assess whether subtle manipulations of the salience of ‘education based labels’ or the awareness of the ‘educational composition of the context’ result in adaptations of thought and behavior.
Date:1 Jan 2016 → 31 Dec 2019
Keywords:Education, Status
Disciplines:Econometric and statistical methods and methodology