just world? the impact of young peoples’ perceptions of social inequalities in education on the...
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Inequalities & Social Cohesion Countries/cities: England, London: Denmark, Copenhagen: Germany, Frankfurt: France, Marseille and Singapore. Institutions: lower school (14), FE & 6 th form (16-18), Higher Education Instruments: Questionnaires/ England 550, other countries 450. Interviews and focus groups/ England 40, other countries 30. Creation of quantitative and qualitative databases for analysis 3TRANSCRIPT
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Just world?
The impact of young peoples’ perceptions of social inequalities in education on the learning of active
citizenship
Bryony Hoskins and John PrestonLLAKES, Institute of Education
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Inequalities & Social Cohesion
• ESRC LLAKES Centre role of LLL promoting competitiveness and social cohesion
• Inequalities associated with social cohesion (national level)
• Individual actions which would benefit social cohesions: active citizenship, trust and tolerance
• Exploring the impact of inequalities on these behaviour
• Possible barriers to those actions; Experiences of inequalities reduce self-efficacy/ alienation/ apathy In unequal societies there is a perception that people get what they
deserve2
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Inequalities & Social Cohesion
Countries/cities: England, London: Denmark, Copenhagen: Germany, Frankfurt: France, Marseille and Singapore.
Institutions: lower school (14), FE & 6th form (16-18), Higher Education
Instruments:• Questionnaires/ England 550, other countries 450.• Interviews and focus groups/ England 40, other countries 30.
• Creation of quantitative and qualitative databases for analysis
3
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Introduction to just world paper
• Active citizenship crucial for democracy & social cohesion (legitimises it and holds it to account)
• Equality of participation• But not just quantity but the quality of participation
– E.g. BNP, EDL
Active citizenship• Participation in civil society, community and/or political life,
characterised by mutual respect and non-violence and in accordance with human rights and democracy.
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Theories of participation
Rational choice• Cost v benefit analysis e.g. voting• Individual as agent• Arrow, Downs & Olson
Political cultural theory• The search for a civic culture of a country• Historical and political developments • Almond & Verba
Just world theory• Post-hoc justification to devalue person unequally treated (lottery/ electric
shocks)• Conservative authoritarian attitude - limits need to act• Limits of rationalisation• Lerner, Duru Bellet
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Data Source
• IEA 1999 CIVED study (follow-up 2009)• 28 countries• 3000 students/ country• Grade 8 students in schools• Tests knowledge and skills • Attitude and values towards citizenship related topics
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Perceptions of inequalities
• 4 questions on perceptions of fewer opportunities in education than other students:
– Ethnic groups– Gender– Poor– Countryside
• 4 point scale from strongly agree to strongly disagree• Factor Analysis demonstrated single scale• The Cronbach alphas 0.6805
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The Civic Competence Composite Indicator• list of knowledge, skills, attitudes and values for active
citizenship• Used existing data from IEA CIVED• Developed & used scales (using IRT)• Factor analysis to decide upon dimensions
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Civic Competence(CCCI)
Social Justice (Values and attitudes)
Participatory attitudes
Cognition about
democratic institutions
POLATCONFS KNOWL SKILSSCON*
Citizenship Values
WOMRT MINOR COMM VOTECTCON CTSOC EFFIC DEMR
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Analysis
• Impact of perceptions of inequality of education on civic competence
• Step by step regression analysis• Control variables have been entered in the model as dummy
variables.
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Effect of inequalities on CCCICCCI 1 2 3 4 5 6 7
Pinequal -0.010* -0.009* -0.009* -0.009* -0.008* -0.008* -0.008*
Observations 68436 68224 62200 62056 53337 49368 49368
R-squared 0.009 0.024 0.027 0.04 0.046 0.053 0.196
+ significant at 10%; ** significant at 5%; * significant at 1%
1 No controls 2 Gender (female) 3 Gender (female) - Language spoken
4 Gender (female) - Language spoken - Books at home
5 Gender (female) - Language spoken - Books at home -Education of mother
6 Gender (female) -Language spoken -books at home -Education of mother -Education of father
7 Gender (female) -Language spoken -Books at home -Education of mother -Education of father -Country
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Social Justice
1 No controls 2 Gender (female) 3 Gender (female) - Language spoken
4 Gender (female) - Language spoken - Books at home
5 Gender (female) - Language spoken - Books at home -Education of mother
6 Gender (female) -Language spoken -books at home -Education of mother -Education of father
7 Gender (female) -Language spoken -Books at home -Education of mother -Education of father -Country
Social justice 1 2 3 4 5 6 7
pinequal -0.020* -0.018* -0.018* -0.018* -0.017* -0.017* -0.016*
Observations 74967 74525 67897 67715 57810 53395 53395
R-squared 0.019 0.079 0.081 0.086 0.089 0.095 0.159
+ significant at 10%; ** significant at 5%; * significant at 1%
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CognitionCognition 1 2 3 4 5 6 7
pinequal -0.015* -0.015* -0.015* -0.014* -0.013* -0.013* -0.011*
Observations 75768 75526 68790 68601 58505 54030 54030
R-squared 0.01 0.01 0.022 0.083 0.108 0.118 0.238
+ significant at 10%; ** significant at 5%; * significant at 1%
1 No controls 2 Gender (female) 3 Gender (female) - Language spoken
4 Gender (female) - Language spoken - Books at home
5 Gender (female) - Language spoken - Books at home -Education of mother
6 Gender (female) -Language spoken -books at home -Education of mother -Education of father
7 Gender (female) -Language spoken -Books at home -Education of mother -Education of father -Country
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Intended Participation
1 No controls 2 Gender (female) 3 Gender (female) - Language spoken
4 Gender (female) - Language spoken - Books at home
5 Gender (female) - Language spoken - Books at home -Education of mother
6 Gender (female) -Language spoken -books at home -Education of mother -Education of father
7 Gender (female) -Language spoken -Books at home -Education of mother -Education of father -Country
Parta 1 2 3 4 5 6 7
pinequal 0.002** -.001** -0.001 -0.001+ -0.001+ -0.001+ -0.001
Observations 69269 68873 62768 62621 53783 49762 49762
R-squared 0 0.003 0.003 0.006 0.008 0.009 0.122
+ significant at 10%; ** significant at 5%; * significant at 1%
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Citizen Values
1 No controls 2 Gender (female) 3 Gender (female) - Language spoken
4 Gender (female) - Language spoken - Books at home
5 Gender (female) - Language spoken - Books at home -Education of mother
6 Gender (female) -Language spoken -books at home -Education of mother -Education of father
7 Gender (female) -Language spoken -Books at home -Education of mother -Education of father -Country
Citizen values 1 2 3 4 5 6 7
pinequal 0.002* 0.002* 0.002* 0.002* 0.003* 0.003* 0
Observations 75938 75481 68742 68553 58448 53972 53972
R-squared 0 0.001 0.001 0.007 0.008 0.008 0.149
+ significant at 10%; ** significant at 5%; * significant at 1%
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Conclusion
• The ‘just world’ can be considered a barrier to the learning of civic competence
• In particular a barrier to the learning of attitudes of social justice and cognition on democracy
• No relation towards intended participation or values towards citizenship behaviour
• Quality of participation effected
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Education is important but how?
1 Background
VariablesContext
Personal
Socio-familiar
Educational
Location
2Learning
ExperiencesLearning active
citizenship
Formal education
Non-Formal (e.g. training course)
Informal (e.g. media input)
3Individual Outcomes
Civic Competence
Cognitive:-Knowledge-Skills
Affective:-Attitudes-Values-Intended behaviour
4Social
OutcomesActive citizenship
Participation:-Representative democracy
-Protest and Social change
-Community life
Values (connected to participation):
-Democracy-Human rights-Intercultural understanding
Barriers
A
B
C
1 Background
VariablesContext
Personal
Socio-familiar
Educational
Location
2Learning
ExperiencesLearning active
citizenship
Formal education
Non-Formal (e.g. training course)
Informal (e.g. media input)
3Individual Outcomes
Civic Competence
Cognitive:-Knowledge-Skills
Affective:-Attitudes-Values-Intended behaviour
4Social
OutcomesActive citizenship
Participation:-Representative democracy
-Protest and Social change
-Community life
Values (connected to participation):
-Democracy-Human rights-Intercultural understanding
Barriers
A
B
C
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Barriers to the quality of participation
1 Background
VariablesContext
Personal
Socio-familiar
Educational
Location
2Learning
ExperiencesLearning active
citizenship
Formal education
Non-Formal (e.g. training course)
Informal (e.g. media input)
3Individual Outcomes
Civic Competence
Cognitive:-Knowledge-Skills
Affective:-Attitudes-Values-Intended behaviour
4Social
OutcomesActive citizenship
Participation:-Representative democracy
-Protest and Social change
-Community life
Values (connected to participation):
-Democracy-Human rights-Intercultural understanding
Barriers
A
B
C
1 Background
VariablesContext
Personal
Socio-familiar
Educational
Location
2Learning
ExperiencesLearning active
citizenship
Formal education
Non-Formal (e.g. training course)
Informal (e.g. media input)
3Individual Outcomes
Civic Competence
Cognitive:-Knowledge-Skills
Affective:-Attitudes-Values-Intended behaviour
4Social
OutcomesActive citizenship
Participation:-Representative democracy
-Protest and Social change
-Community life
Values (connected to participation):
-Democracy-Human rights-Intercultural understanding
Barriers
A
B
C
i. Barriers: Perceived inequalities
ii. Less ability & less support for social justice iii. Reduced
quality of participation