Redistribution attitudes and vote choice across the educational divide
Redistribution attitudes and vote choice across the educational divide
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DOI：
10.1111/1475-6765.12486
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发表时间：
2021-10-17
影响因子：
5.3
通讯作者：
Attewell, David
中科院分区：
文献类型：
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作者：
Attewell, David
教育鸿沟如何影响当代知识经济中的再分配政治？将教育视为劳动力市场资产的传统政治经济模型预测，相对有保障的受教育人群将反对再分配，而不稳定的受教育程度较低的人群将支持再分配。相比之下，教育作为社会地位标志的观念表明，受教育程度较低的人可能比地位稳固的大学毕业生更倾向于与福利国家的受益者划清严格的界限，以此作为维持社会尊重的手段。在这两种理论方法的基础上，我分析了来自15个西欧国家的2016年欧洲社会调查数据。我发现教育与对扩大福利国家的支持呈负相关。相比之下，教育与认为福利国家的受益者是应得的强烈正相关。这意味着教育在选举政治中是一个结构性的鸿沟。有证据表明，对福利国家范围的态度调节了教育对投票选择的影响。然而，KHB中介分析分解了教育对投票选择的影响，发现应得感是教育对激进右翼和绿党投票影响的特别重要的中介。这部分解释了为什么这些政党代表了教育鸿沟的两极，他们的态度基础通常被理解为社会文化而不是再分配。
How does the educational divide impact contemporary redistributive politics in the knowledge economy? Traditional political economy models which see education as a labour market asset predict the relatively secure educated will oppose redistribution, while the precarious less-educated will support it. In contrast, a conception of education as a marker of social status suggests that the less-educated may be more inclined than status-secure university graduates to draw harsh boundaries against welfare state beneficiaries as a means to maintain social esteem. Building on both theoretical approaches, I analyze 2016 European Social Survey data from 15 Western European countries. I find that education has a negative relationship to support for an expansive welfare state. By contrast, education is strongly positively associated with perceptions of welfare state beneficiaries as deserving. This has implications for education as a structural divide in electoral politics. Evidence that attitudes towards the scope of the welfare state mediate the effects of education on vote choice is mixed. However, KHB mediation analyses decomposing the effects of education on vote choice reveal that deservingness perceptions are a particularly substantial mediator of education effects on voting for radical right and green parties. This explains in part why these parties represent the poles of the educational divide, whose attitudinal basis is usually understood to be socio-cultural rather than redistributive.