Intergenerational social mobility and the Brexit vote: How social origins and destinations divide Britain

McNeil, Andrew; Haberstroh, C.

doi:10.1111/1475-6765.12526

Cited by 5 publications

(2 citation statements)

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“…We show that, although both contexts affect political preferences, citizens’ own education in particular emerges as the crucial factor. However, social origins do continue to influence political preferences, which show that attitudes towards globalisation are partly intergenerational (Fox et al, 2019; McNeil and Haberstroh, 2022). Consequently, this indicates that the educational divide in globalisation attitudes cannot solely be explained by people's own educational credentials as is the implicit assumption in the literature.…”

Section: Discussionmentioning

confidence: 99%

“…Existing research suggests that educational divides in anti-globalisation sentiments are not only formed by citizens’ own educational attainment but also reflect deep-rooted positions of disadvantage across generations (Kuhn et al, 2021; Lancee and Sarrasin, 2015; McNeil and Haberstroh, 2022). Therefore, we study the relative importance of own and parental education for shaping openness towards globalisation for the socially mobile.…”

Section: Introductionmentioning

confidence: 99%

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As the twig is bent, the tree is inclined? The role of parental versus own education for openness towards globalisation

Kunst

Kuhn

Werfhorst

2022

European Union Politics

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Citizens with higher levels of education are consistently found to be more open to immigration and European integration than those with less education. However, the literature has neglected the issue of whether educational divides in anti-globalisation sentiment result from people's own educational attainment or whether they are a consequence of deep-rooted positions of disadvantage across generations. In this article, we address the question to what extent the attitudes towards globalisation of intergenerationally mobile citizens, that is, those who obtain a different educational outcome than one's parents, adapt to the newly acquired social position or remain attached to the parental milieu. We apply diagonal reference models to study the influence of one's own and parental education level on attitudes to globalisation in 26 European countries using the European Social Survey between 2008 and 2018. Our results indicate that while mobile citizens adjust their attitudes to the achieved education level, there remains an enduring influence of the education level of origin. In addition, we find that the importance of parental educational attainment does not depend on the social fluidity between education levels within countries. Consequently, this study has important implications for studying political socialisation and the future of the educational divide over globalisation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

As the twig is bent, the tree is inclined? The role of parental versus own education for openness towards globalisation

Kunst

Kuhn

Werfhorst

2022

European Union Politics

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Relational inequality in a (deeply) educationally polarized society: feasible strategies in the longer term

McNeil,

Soskice

2024

Oxford Open Economics

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Fifty per cent of young people in the UK will now go on to university. We focus here not so much on the consequent divisive material inequality but on relational and epistemic inequality, the inequality of respect and esteem adversely felt by the less educated. The huge advances in ICT have radically changed workplaces, creating more relational and ICT-intensive environments, in which social skills typically acquired at universities are central. In response to this we envisage an on-going growth in HE participation, the result of which if sufficiently large over time will be the spreading of respect and esteem. But we argue that success depends on a transformation of the HE system in the UK: we need more 2-year vocational colleges (especially in health, care and education), widely located; and we need 3-year degrees and professional schools to teach students to work cooperatively, in a more multidisciplinary and interdisciplinary way.

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Intergenerational educational mobility and anti-system support: the journey matters

McNeil

2024

Socio-Economic Review

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Educational attainment is one of the most prominent political cleavages in society, and a key determinant of anti-system party support. To what extent this is a result of one’s own educational attainment, one’s parents’ educational attainment, or the status loss or gain from educational mobility is unclear. I analyse the European Social Survey with diagonal reference models, which separate origin and destination effects from mobility effects. My findings show that one’s parental educational origins are an important predictor of anti-system right support. There is an additional mobility effect, upward educational mobility reduces support for the anti-system right whereas downward mobility increases support. Contrastingly, anti-system left support does not appear to derive from parental educational origin or educational mobility experience, perhaps suggesting that it derives instead from a wider cross-section of society. Finally, I show that origin effects on anti-system right support are consistent across Western European countries.

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Intergenerational social mobility and the Brexit vote: How social origins and destinations divide Britain

Cited by 5 publications

References 79 publications

As the twig is bent, the tree is inclined? The role of parental versus own education for openness towards globalisation

As the twig is bent, the tree is inclined? The role of parental versus own education for openness towards globalisation

Relational inequality in a (deeply) educationally polarized society: feasible strategies in the longer term

Intergenerational educational mobility and anti-system support: the journey matters

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