Educated Preferences or Selection Effects? A Longitudinal Analysis of the Impact of Educational Attainment on Attitudes Towards Immigrants

While previous studies unequivocally show that education and attitudes towards immigrants correlate, the underlying mechanisms remain debated. The liberalization effect claims that education fosters egalitarian values and analytic skills, which translate into positive attitudes. Additionally, the higher educated are less likely to face economic competition from immigrants. However, research on socialization shows that political attitudes develop early in life. Thus, there may be self-selection into education. While there is reason to expect both education and selection effects, previous work has relied exclusively on cross-sectional analyses, thus confounding the two mechanisms. Drawing on the Swiss Household Panel, we find that virtually all variation in education disappears when only within-individual variance is modelled. While we find strong differences in attitudes towards immigrants between individuals, we observe little change in attitudes as individuals pass through education. Furthermore, our findings show that when entering the labour market, higher educated individuals also become more likely to oppose immigrants. This suggests that differences between educational groups are mostly due to selection effects, and not to the alleged liberalizing effect of education. We conclude that future research on attitudes towards immigrants would greatly benefit from addressing selection into educatio

Gender representation in different languages and grammatical marking on pronouns: when beauticians, musicians, and mechanics remain men

Gygax, Gabriel, Sarrasin, Oakhill, and Garnham (2008) showed that readers form a mental representation of gender that is based on grammatical gender in French and German (i.e., masculine supposedly interpretable as a generic form) but is based on stereotypical information in English. In this study, a modification of their stimulus material was used to examine the additional potential influence of pronouns. Across the three languages, pronouns differ in their grammatical gender marking: The English they is gender neutral, the French ils is masculine, and the German sie, although interpretable as generic, is morphologically feminine. Including a later pronominal reference to a group of people introduced by a plural role name significantly altered the masculine role name’s grammatical influence only in German, suggesting that grammatical cues that match (as in French) do not have a cumulative impact on the gender representation, whereas grammatical cues that mismatch (as in German) do counteract one another. These effects indicate that subtle morphological relations between forms actually used in a sentence and other forms have an immediate impact on language processing, although information about the other forms is not necessary for comprehension and may, in some cases, be detrimental to it

Investigating the Relative Impact of Different Sources of Measurement Non-Equivalence in Comparative Surveys. An Illustration with Scale Format, Data Collection Mode and Cross-National Variations

Different factors are known to affect the comparability of multinational, multicultural and multiregional (‘3MC’) survey data. These include factors relevant to the design of the questionnaire in different contexts (such as cultural differences in how a concept is understood, inaccurate or approximate translations of concepts, and variant adaptations to question formats). Others include factors relating to the survey design in general and how it is implemented across contexts (such as sample design, choice of mode(s), and contact strategies). Together, they contribute item, method and construct biases that can affect the invariance of composite measures. While research to date has looked at the effects of these factors on measurement invariance individually, there have been few attempts to compare them directly and assess their relative impact. To illustrate how this can be done, the present paper tests for measurement invariance in a subjective wellbeing measure across question formats, modes, languages, and countries, combining European Social Survey data from designed and natural experiments (resulting from the use of variant question formulations and translations) from Germany, Switzerland and France. Overall, we find translation errors, language and culture to be bigger sources of non-equivalence than question format and mode. The findings have implications for both survey designers making decisions about optimal resource allocation in the design of 3MC studies, as well as for comparative analysts interested in comparing countries with shared languages and interpreting cross-group differences

Who's to Act? Perceptions of Intergenerational Obligation and Pro-Environmental Behaviours among Youth

“We are all in the same boat” are words heard from young climate activists, suggesting that all generations must engage together in the fight against climate change. However, because of their age and life situation, some young people may feel unable to change the situation and attribute the moral obligation to do so to older generations. Whether such attributions restrict young people from engaging in pro-environmental behaviours remains largely unstudied. To fill this gap, the present study incorporated perceptions of self-efficacy, feelings of external control, and intergenerational obligation (i.e., believing that all generations should act) into the Value–Belief–Norm model. Data from high school (n = 639) and bachelor (n = 1509) students in French-speaking Switzerland showed that perceptions of self-efficacy and intergenerational obligation predicted the probability of engaging in both an actual behaviour (Study 1) and a costly educational commitment (Study 2), while perceiving that the fate of the Earth lies in the hands of powerful others did not. These results suggest that educational programs on climate change should integrate intergenerational components

Some grammatical rules are more difficult than others: The case of the generic interpretation of the masculine

In this paper we argue that the generic use of the masculine represents a grammatical rule that might be easy to learn but difficult to apply when understanding texts. This argument is substantiated by reviewing the relevant literature as well as the recent work conducted by the GREL Group (Gender Representation in Language) on the interaction between stereotypical and grammatical information in the construction of a representation of gender when reading role names. The studies presented in this paper show that the masculine form used as a generic to refer to persons of both sexes, or to persons of indefinite sex or whose sex is irrelevant, in gender marked languages is likely to be associated with its specific meaning (i.e., masculine refers only to men). This is true even though the generic nature of the masculine is a very common grammatical rule learnt at school. People may have learned this rule and may understand it, but may not readily apply i

Designing role-play simulations for climate change decision-making: a step-by-step approach to facilitate cooperation between science and policy

Literature has demonstrated the benefits of role-play simulations (RPS) for decision-making and social learning in the field of climate change and environmental policy. Despite growing interest, step-by-step guidelines are still rare when it comes to the practical design and implementation of RPS, which hinders the adoption and implementation of this promising approach. This article aims to facilitate the development of RPS by proposing a step-by-step framework for designing role-play simulations around three stages – before, during, and after the simulation. To develop the methodology, we use as a starting point a pilot simulation on decision-making and knowledge production in contexts of uncertainty and complexity. Focusing on negative emission technologies in Switzerland, the pilot simulation involved 12 scientists and 12 politicians who role-played each other for half a day. Overall, we propose an actionable framework for RPS designed to facilitate cooperation between groups with different socialisations, timelines, and imperatives towards more informed and collaborative decision-making practices. Doing so, this article contributes to making RPS more accessible to a broad audience as a method supporting cooperation between science and policy in the field of climate and environmental politics and beyond

La représentation mentale du genre pendant la lecture: état actuel de la recherche francophone en psycholinguistique

Dans cet article, nous présentons les recherches, relativement récentes, sur l'intégration du genre dans la représentation mentale d'une lectrice ou d'un lecteur, en mettant l'accent sur leurs controverses ainsi que sur les pistes encore peu (ou pas) explorées. Nous espérons ainsi susciter l'intérêt de la communauté francophone sur ce sujet, jusqu'ici relativement discrète. Au travers de cette présentation, nous souhaitons également souligner les retombées sociétales des recherches sur ce sujet, principalement au travers de l'identification de processus langagiers discriminants. Si la recherche a jusqu'ici principalement ciblé des adultes dits monolingues entre 19 et 25 ans, nous présenterons également les quelques études qui ont été menées sur les enfants entre 6 et 15 ans, un projet en cours sur des enfants entre 2 et 3 ans et quelques résultats d'une étude récente examinant l'influence du bilinguisme sur la représentation du genr

The Relationships between Adolescents' Climate Anxiety, Efficacy Beliefs, Group Dynamics, and Pro-Environmental Behavioral Intentions after a Group-Based Environmental Education Intervention

The present study examined the relationship between adolescents’ efficacy beliefs (both personal and collective), climate anxiety (as measured with climate worry), group dynamics during an environmental intervention, and behavioral intentions in a setting where their agency was called upon. Data were collected in French-speaking Switzerland during and after four environmental education interventions during which adolescents developed climate-related projects or narratives in small groups. Questionnaire data (N = 150 adolescents) were matched with observations (from group dynamics) and interview data (from teachers). Self- and collective efficacy, climate anxiety, citing group work as a most interesting part of the intervention, and observed group attention were all positively related to stronger pro-environmental intentions. In addition, feeling involved in the group was also indirectly related to pro-environmental behaviors, through climate anxiety. Overall, our results suggest that being worried about climate change has the potential to translate into climate action. In addition, working in small groups has clear benefits for adolescents