Individual-level determinants of religious intergenerational transmission: evidence from Catholic Europe

Although there is a rich body of research on religious transmission, relatively little attention has been given to studying this within specific religious traditions such as Catholicism, especially in Europe. Using data from the 2018 round of the International Social Survey Programme (ISSP), this study uses regression analysis to investigate individual-level determinants of religious transmission in 12 European countries with a Catholic tradition. We find support for the idea that parental religious socialization impacts adults' religiosity. More specifically, we find that childhood religiosity has explanatory effects separate from the impact of parental religiosity and that the religiosity of the father has a greater impact on offspring religiosity than the religiosity of the mother. We also find that childhood church attendance has a stronger effect in former communist countries than in western European countries. Overall, this study suggests the religious socialization perspective should be considered more in religious group-specific terms.info:eu-repo/semantics/acceptedVersio

Parents’ role in adolescents’ leisure time use: From goals to parenting practices

Inspired by Ann Swidler’s toolkit theory, this qualitative study aims to achieve a better understanding of social class differences in parenting practices and, in turn, in young people’s leisure time use. To that end, 32 semi-structured face-to-face interviews with parents from middle- and working-class families were conducted in a small city in Belgium. An inductive thematic analysis revealed substantial social class differences with respect to three parenting practices: (1) setting an example, (2) resolving conflicts and (3) facilitating leisure activities. The interviews showed that these differences were mainly linked to social class differences in parents’ resources: working-class parents more often lacked flexible time, financial resources, an extensive social network on which they could rely and the institutionally required attitudes, skills and experience to engage in the above-mentioned parenting practices. We conclude that young people’s (continued) institutional leisure participation puts high requirements on parents and not all (working-class) parents are able to live up to such requirements. In that way, contemporary leisure settings reproduce rather than mitigate inequality in the use of leisure time

Catholic Commitment Around the Globe: A 52- Country Analysis

This article investigates variation in Catholic religious commitment in different macro world regions. Although sociologists have examined variation in Catholic religiosity, this research has tended to be limited to Western European and Latin American contexts and has not gone beyond employing more than one measure of religiosity. In addition, prior research has rarely examined the effect of several explanatory frameworks together. Drawing on data from the European and World Values Survey as well as national-level data, we test for the influence of secularization/existential security, religious markets, and historical legacies on self-rated importance of God, private prayer, and church attendance across 52 countries in five world macro-regional contexts—Africa, Asia, Europe, Latin America, and Oceania—of the church. Our findings provide strong support for the existential security perspective and partial support for the historical legacy perspectives. We conclude with implications for the study of religion and society in general

Catholic Commitment Around the Globe: A 52- Country Analysis

This article investigates variation in Catholic religious commitment in different macro world regions. Although sociologists have examined variation in Catholic religiosity, this research has tended to be limited to Western European and Latin American contexts and has not gone beyond employing more than one measure of religiosity. In addition, prior research has rarely examined the effect of several explanatory frameworks together. Drawing on data from the European and World Values Survey as well as national-level data, we test for the influence of secularization/existential security, religious markets, and historical legacies on self-rated importance of God, private prayer, and church attendance across 52 countries in five world macro-regional contexts—Africa, Asia, Europe, Latin America, and Oceania—of the church. Our findings provide strong support for the existential security perspective and partial support for the historical legacy perspectives. We conclude with implications for the study of religion and society in general

Talking Politics?:Educational Category Salience Reinforces Differences in People's Willingness to Participate in Deliberative Initiatives

Against the background of an ever-growing body of literature that documents educational differentials in different forms of political participation, scholars have started to study whether education itself becomes the object of intergroup behavior. Informed by social identity theory and self-categorization theory, we examine whether making educational categories and the associated status differences salient affects people's prospective political participation. Two large survey experiments carried out in samples from Flanders (Belgium; N = 1,097) and the United States (N = 629) were used to assess categorization effects of education on people's willingness to participate in deliberative political-participation initiatives. In general, our results indicated that rendering educational categories salient increased educational differentials in prospective political participation in a way that is disadvantageous to the less educated. We elaborate on the implications of our findings

Education-Based Status in Comparative Perspective:The Legitimization of Education as a Basis for Social Stratification

Classical and recent accounts of education posit that education legitimately, and authoritatively, classifies individuals to positions of lower or higher status. However, despite these general theoretical claims, empirical evidence that provides an in-depth picture of the relationship between educational attainment and social status remains scarce. In this paper, based on a dataset of 31 countries (International Social Survey Programme), we investigate the extent to which education is related to subjective social status, the degree to which this is seen as legitimate, and how this relationship varies between countries. We contextualize this relationship with the influence of the centrality of education in countries (operationalized as the share of higher educated). Results showed that education is an important source of subjective social status for individuals across all countries, and is seen as relatively legitimate and uncontroversial among all educational groups. Moreover, among those who perceive education to be more important for status, subjective status differences between educational groups are larger. Additionally, in countries with larger shares of higher educated, educational differences in subjective social status correlate more strongly with whether or not people obtained a degree of higher (tertiary) education. Lastly, the relationship between education and subjective social status in these countries is more independent from other sources of status, such as income and gender. It therefore seems to be that as higher education becomes more central and widely shared in a society, rather than leveling social differences, ironically it also becomes more distinctive and diagnostic in distinguishing people along group lines

Classified out of society? How educational classification induces political alienation through feelings of misrecognition

Less educated citizens are both descriptively and substantively outnumbered by higher educated citizens in political and societal institutions. While social science has devoted much time to explain why such education effects exist, it has largely neglected the role of feelings of misrecognition in inducing political alienation among less educated citizens. We argue that education has become so central in processes of economic and social stratification that it is likely that less educated citizens feel misrecognized due to their marginal presence in societal and political institutions, which would then lead to their political alienation. This would in particular be the case in societies that are more ‘schooled’, that is, societies where schooling is a more dominant and steering institution. We analysed data from 49,261 individuals in 34 European countries and found that feelings of misrecognition were strongly related to political distrust, dissatisfaction with democracy, and vote abstention. These relations explained a significant part of the difference between higher and less educated citizens in political alienation. We also found that this mediation effect was larger in countries that are more schooled.</p

Classified out of society? How educational classification induces political alienation through feelings of misrecognition

Less educated citizens are both descriptively and substantively outnumbered by higher educated citizens in political and societal institutions. While social science has devoted much time to explain why such education effects exist, it has largely neglected the role of feelings of misrecognition in inducing political alienation among less educated citizens. We argue that education has become so central in processes of economic and social stratification that it is likely that less educated citizens feel misrecognized due to their marginal presence in societal and political institutions, which would then lead to their political alienation. This would in particular be the case in societies that are more ‘schooled’, that is, societies where schooling is a more dominant and steering institution. We analysed data from 49,261 individuals in 34 European countries and found that feelings of misrecognition were strongly related to political distrust, dissatisfaction with democracy, and vote abstention. These relations explained a significant part of the difference between higher and less educated citizens in political alienation. We also found that this mediation effect was larger in countries that are more schooled.</p

Classified out of society? How educational classification induces political alienation through feelings of misrecognition

Less educated citizens are both descriptively and substantively outnumbered by higher educated citizens in political and societal institutions. While social science has devoted much time to explain why such education effects exist, it has largely neglected the role of feelings of misrecognition in inducing political alienation among less educated citizens. We argue that education has become so central in processes of economic and social stratification that it is likely that less educated citizens feel misrecognized due to their marginal presence in societal and political institutions, which would then lead to their political alienation. This would in particular be the case in societies that are more ‘schooled’, that is, societies where schooling is a more dominant and steering institution. We analysed data from 49,261 individuals in 34 European countries and found that feelings of misrecognition were strongly related to political distrust, dissatisfaction with democracy, and vote abstention. These relations explained a significant part of the difference between higher and less educated citizens in political alienation. We also found that this mediation effect was larger in countries that are more schooled.</p

Classified out of society? How educational classification induces political alienation through feelings of misrecognition

Less educated citizens are both descriptively and substantively outnumbered by higher educated citizens in political and societal institutions. While social science has devoted much time to explain why such education effects exist, it has largely neglected the role of feelings of misrecognition in inducing political alienation among less educated citizens. We argue that education has become so central in processes of economic and social stratification that it is likely that less educated citizens feel misrecognized due to their marginal presence in societal and political institutions, which would then lead to their political alienation. This would in particular be the case in societies that are more ‘schooled’, that is, societies where schooling is a more dominant and steering institution. We analysed data from 49,261 individuals in 34 European countries and found that feelings of misrecognition were strongly related to political distrust, dissatisfaction with democracy, and vote abstention. These relations explained a significant part of the difference between higher and less educated citizens in political alienation. We also found that this mediation effect was larger in countries that are more schooled.</p