No More Need for Snobbism: Highbrow Cultural Participation in a Taste Democracy

Eijck, Koen van; Knulst, Wim

doi:10.1093/esr/jci038

Cited by 129 publications

(107 citation statements)

References 10 publications

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“…This is further reinforced by the increased heterogeneity of the highly educated. Upwardly mobile people generally lack the requisite cultural socialization to develop a highbrow taste (Van Eijck and Knulst 2005;Van Eijk 1999). In countries with a high level of intergenerational educational mobility, large groups of highly educated individuals may not have been raised in a high status environment.…”

Section: Cultural Participation and Status Motivesmentioning

confidence: 99%

Educational stratification in cultural participation: cognitive competence or status motivation?

et al. 2014

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This article examines educational stratification in highbrow cultural participation. There are two contrasting explanations of why cultural participation is stratified. The status hypothesis predicts that people come to appreciate particular forms of art because it expresses their belonging to a certain social group. The cognitive hypothesis stipulates that cultural participation depends on a person's cognitive abilities, which is why educational stratification in cultural consumption is so evident, especially among consumers of high culture. However, to test these explanations, previous work predominantly relied on an individual's level of education, thus confounding the two mechanisms. We test the status and cognitive hypothesis using data from the International Adult Literacy Survey, covering 18 countries. First, by including an individual's literacy skills, we separate the effect of cognitive ability from that of education. The remaining effect of education can be seen as a better measure of the status-related motives for cultural participation. Second, we examine whether stratification varies across countries. The findings show that the status-related effect of education on cultural participation is smaller in societies with larger educational expansion and intergenerational educational mobility. This is in line with the status explanation, which holds that boundaries N. Notten (&)

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Section: Cultural Participation and Status Motivesmentioning

confidence: 99%

Educational stratification in cultural participation: cognitive competence or status motivation?

et al. 2014

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“…These may have worked to reorient education policy in France, policy that over time has moved from an approach of democratizing high culture to one of "cultural democracy" (Van Eijck and Knulst, 2005). On this point the change in teaching practices with regard to reading seems particularly telling.…”

Section: Do the Cultural Habits Of Graduates Reflect A Change In The mentioning

confidence: 99%

Reading and Television-Watching : Changes in the Cultural Role of the School in the Age of Mass Education

Coulangeon¹

2009

Revue Française De Sociologie

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What are the cultural effects of generalized access to upper secondary education, which became effective in France in the 1980s and 1990s? Data on reading and television-watching suggest that reading is in decline, a decline concentrated among high school and higher education graduates, and that television occupies a greater place in the lives of generations who attended school in the 1980s and 1990s than in those of the preceding generations. These two developments result from a complex combination of the "net" and structural effects of mass education. Mass education has slowed the decline of reading and mitigated the increase in television-watching: the proportional weight in the population at large of categories most likely to read heavily and least likely to be intensive TV watchers -i.e., high school and higher education graduates-has grown, as reading and television-watching levels among the highest educated have gradually, over the generations, come to resemble those for the less educated. This combined development may be interpreted in two ways that are not necessarily mutually exclusive: 1) both the decline of reading and the increase in television-watching reflect a change in the cultural function of education, a change in turn due to changes in teaching methods and curriculum content reinforced by the sharp rise in influence of the mass media; but 2) these changes also reflect morphological changes in the world of upper secondary and higher education students: with the generalizing of access to the baccalauréat [French high school-leaving degree], the proportion of "inheritors" has considerably fallen. The changes can therefore be read persuasively both as a sign that schooling in France has lost some of its cultural authority and that cultural gaps within the generations who experienced mass education have narrowed.

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“…show, indeed, that people tend combine high culture with popular culture more and more (Peterson and Kern, 1996;Van Eijck, 2001;Vander Stichele and Laermans, 2006), and that the participation in high culture is decreasing among recent cohorts (Van Eijck and Knulst, 2005;Dimaggio and Mukhtar, 2004). Still, the dierence between highbrow and popular cultural activities and how they evolve, is worth studying.…”

Section: Data and Descriptive Statisticsmentioning

confidence: 98%

“…However, since Peterson (1992), a number of studies suggested that it is not just the participation in highbrow cultural events that is indicative of an elite lifestyle. Instead, the ability to combine highbrow culture with popular culture in an omnivorous lifestyle would have become the more relevant demarcation line between higher and lower social status groups (see, among others, Peterson and Kern, 1996;Van Eijck, 1999Van Eijck and Knulst, 2005;Peterson, 2005;Vander Stichele and Laermans, 2006;Chan and Goldthorpe, 2007;Warde et al, 2008). Various empirical results…”

Section: Data and Descriptive Statisticsmentioning

confidence: 99%

Did Cultural and Artistic Education in the Netherlands increase Student Participation in High Cultural Events?

Damen¹,

Klaveren

2013

De Economist

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This study examines whether Cultural and Artistic Education that was implemented by the Dutch Ministry of Education, Culture and Science in 1999 caused students to participate more in high cultural events. A unique feature of the intervention was that students were free to choose the type of cultural event they participated in. So the intervention relied on the intrinsic motivation of students to participate in high cultural events, while there was no reason to assume that this motivation was present given the existing literature.We nd that Cultural and Artistic Education did increase the student participation in high culture, but did not increase student participation in popular culture. The eect of the intervention is, however, small. While student characteristics did not aect the observed dierences in high cultural participation over time, the fraction of immigrant students in the class did: the lower this fraction, the more students participate in high cultural events. Finally, the eect seems to represent (at least partly) the intrinsic motivation of students for high culture.JEL Codes: A2, Z1

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No More Need for Snobbism: Highbrow Cultural Participation in a Taste Democracy

Cited by 129 publications

References 10 publications

Educational stratification in cultural participation: cognitive competence or status motivation?

Educational stratification in cultural participation: cognitive competence or status motivation?

Reading and Television-Watching : Changes in the Cultural Role of the School in the Age of Mass Education

Did Cultural and Artistic Education in the Netherlands increase Student Participation in High Cultural Events?

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