1986
DOI: 10.2307/2095588
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Effects of Education on Attitude to Protest

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Cited by 61 publications
(50 citation statements)
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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%
“…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%
“…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%
“…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%