Education and Causal Attributions: The Development of "Person-Blame" and "System-Blame" Ideology

Guimond, Serge; Bégin, Guy; Palmer, Douglas L.

doi:10.2307/2786912

Cited by 141 publications

(120 citation statements)

References 37 publications

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“…When studying the different student groups we actually see interesting differences again. Students in economics (−0.094*) are less likely to blame "the system" while political science students after one semester are more likely to think that reforming "the economic structures" is the key to managing environmental problems (0.177 ¤ ) This is in line with results from previous research; social science students are more likely to suggest structural explanations while business/economics students are less likely to do so (Guimond et al 1989;Guimond and Palmer 1990).…”

Section: Resultssupporting

confidence: 82%

“…The authors believe that this can be explained by socialization. Social science students are taught that there are structural origins of these problems and are therefore more likely to provide structural explanations to the problem (Guimond et al 1989;Guimond and Palmer 1990). Hence, a structural perspective is not about feeling personal responsibility or pointing at specific actors, but rather a view of an overarching perspective-the "system"-causing the problems.…”

Section: Higher Education and Environmental Supportmentioning

confidence: 99%

“…Research has shown that different types of education influence where people place the responsibility for societal problems. For example, Guimond, Begin and Palmer (1989), Guimond and Palmer (1990) have shown that social science students are more likely to give structural explanations to problems of unemployment and poverty, while business school students are more likely to attribute this to individual factors. In one of their studies they found that social science students are even more likely than poor/unemployed to give attributions to structural factors.…”

Section: Higher Education and Environmental Supportmentioning

confidence: 99%

See 2 more Smart Citations

The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability

Harring

Lundholm

Torbjörnsson

2016

World Sustainability Series

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Problems of environmental degradation are often conceptualized in terms of collective action dilemmas, and imply an increased demand for coordination and steering by public authorities. Social science is struggling with understanding how attitudes to collective action dilemmas and state intervention actually are formed. In the literature on environmental attitude formation, education is often claimed to be an important factor. It is argued for example that people with university degrees develop certain values essential for beliefs about personal responsibility and concern for the environment. Still there are a number of questions unanswered. For example, we know little about the effects of different educational programs. In this study we test the hypotheses by using a unique longitudinal data set based on surveys distributed to students in economics, law, and political science at seven universities in Sweden. Our results show a slight decrease in ascribed personal responsibility for environmental protection among the students after one semester. Instead, students ascribe an increased responsibility to various institutions and actors.

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Section: Resultssupporting

confidence: 82%

Section: Higher Education and Environmental Supportmentioning

confidence: 99%

Section: Higher Education and Environmental Supportmentioning

confidence: 99%

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The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability

Harring

Lundholm

Torbjörnsson

2016

World Sustainability Series

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“…Il s'agit simplement de ne pas comprendre une cohorte donnée d'étudiants universitaires en tant qu'entité monolithique, mais plutôt d'y discerner l'altérité des attitudes en fonction des filières académiques. Une longue série d'études, notamment Bernier (1978), Guimond (1992), Guimond, Bégin et Palmer (1989), Guimond et Palmer (1990, 1996, Franks, Falk et Hinton (1973), Hartnett et Centra (1977), confirme ces pré-dictions: d'importantes différences attitudinales sont décelées, dans le sens attendu, entre les étudiants en gestion et leurs condisciples sociologues. Mais il y a plus : outre les variations selon le domaine d'études, sont enregistrées des évolutions en fonction du niveau d'études.…”

Section: De L'influence Des éTudes Sur Les Attributions Causalesunclassified

“…Il nous a donc paru intéressant de recourir à leurs études en utilisant des méthodes statistiques peut-être mieux à même de prendre en compte la complexité des données récoltées. L'hypothèse de la socialisation académique (Guimond et al, 1989) prédit une interaction entre le niveau et le domaine d'études, dans le sens d'une plus grande charge des facteurs dispositionnels chez les étudiants en gestion et, inversement, d'une plus grande importance des facteurs situationnels chez les étudiants en sociologie. À cette hypothèse est toutefois opposée celle du recrutement sélectif (Ladd et Lipset, 1976), qui propose de regarder ces évolutions différenciées comme amplification d'une divergence attitudinale antérieure au commencement des études supérieures.…”

Section: Objectifs De L'étudeunclassified

Socialisation et attribution causale : le rôle des études universitaires

Collard-Bovy

Galand

2005

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L’étude vise à vérifier si le système éducatif de la Belgique francophone engendre, comme son homologue canadien, des variations d’attribution causale en fonction des filières d’études universitaires. Il s’agit de comparer des étudiants en sociologie à des étudiants en gestion, à différents moments du cursus, sous l’angle de leurs attributions en matière de chômage et de pauvreté. Les résultats, identiques en fin du secondaire, quel que soit le futur domaine d’études, témoignent, à l’université, de différences significatives, qui ne sont toutefois imputables qu’aux variations inhérentes au niveau d’études en sociologie. Chez les étudiants, l’évaluation des influences perçues des pairs, professeurs et matières enseignées montre que ces indicateurs entretiennent très peu de relations avec la différenciation des attributions. Diverses pistes d’investigation complémentaire sont, dès lors, suggérées.This study examines whether the francophone Belgian educational system produces, as that of Canada, variations in causal attribution according to field of university study. The authors present a comparison between students in sociology and those in administration at different programme levels regarding their attributions for unemployment and poverty. While there are no differences in views between students at the end of secondary high school level regardless of which future area of study is chosen, these results show that there are significant differences that are linked only to the course level in the sociology programme. For students, an evaluation of the perceived influence of peers, professors and course content shows that these factors have little value in explaining attribution differences. Various directions for further investigations are proposed.El estudio tiene como objetivo verificar si el sistema educativo de Bélgica francoparlante engendra, como su homólogo canadiense, variaciones de atribución causal en función de las carreras universitarias. Se trata de comparar estudiantes de sociología con estudiantes de gestión, en diferentes momentos de sus respectivas carreras, bajo el ángulo de sus atribuciones en materia de desempleo y pobreza. Los resultados, idénticos al fin de los estudios secundarios, independientemente del sector de estudios, revelan, a nivel universitario, diferencias significativas, las cuales son imputables a variaciones relativas del nivel de estudios en sociología. En los estudiantes, la evaluación de las influencias percibidas de pares, profesores y materias enseñadas, muestra que estos indicadores están poco relacionados con la diferenciación de las atribuciones. A partir de esto, se sugieren diferentes pistas de investigación.In diesem Beitrag soll nachgewiesen werden, ob das Erziehungssystem in Belgien ähnlich wie in Kanada bestimmte Einstellungsvarianten hervorbringt, die in kausalem Zusammenhang zur Fächerwahl beim Universitätsstudium stehen. Es ging darum, Soziologiestudenten mit Studenten der Betriebswirtschaft in verschiedenen Studienphasen unter dem Blickwinkel ihrer Einstellungen ...

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Representation of human rights across different national contexts: the role of democratic and non-democratic populations and governments

Staerklé

Clémence

Doise

1998

Eur. J. Soc. Psychol.

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This research studied judgements and inferences on human rights across democratic and non‐democratic national contexts. It is argued that when judging different countries, lay perceivers make use of representations of the country's inhabitants. Stereotypically democratic and non‐democratic characteristics of national populations are employed as a basis of political judgements, especially in democratic contexts. In three studies the bases of representations of human rights' respect and violations are investigated. In the first study 76 subjects drew inferences on the human rights situation from formal descriptions of countries. These are either described with a type of government (democratic or authoritarian) or with national characteristics associated to the population (orderly and discussing or disorderly and clashing). In Study 2 (117 subjects), political and population information are crossed. In Study 3, 126 subjects evaluated the responsibility of the government and of the inhabitants in explaining the general situation in two positively and two negatively described national contexts. The results show the pervasive impact of population information on political judgements. Moreover members of non‐democratic countries are viewed as accepting more human rights violations than members of democratic countries. This attitude inference is used by people to account for violations of human rights. Results are discussed in terms of common sense transformation of classical political theories which are grounded on universalism and essentialism. It is suggested that philosophical knowledge, much like scientific knowledge, is altered when penetrating common sense, thereby receiving specific social and ideological functions. © 1998 John Wiley & Sons, Ltd.

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Education and Causal Attributions: The Development of "Person-Blame" and "System-Blame" Ideology

Cited by 141 publications

References 37 publications

The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability

The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability

Socialisation et attribution causale : le rôle des études universitaires

Representation of human rights across different national contexts: the role of democratic and non-democratic populations and governments

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