Socialization into dominant vs. counter ideology among university-educated Canadians

Authors


  • *We thank Professor John Myles and the Social Science Data Archive at Carleton University for providing the Canadian Class Structure and Class Consciousness data set to the first-named author and the Data Resources Centre at the University of Western Ontario. We also thank the Inter-University Consortium for Political and Social Research for the machine-readable codebook for the ccscc data, which were collected as part of a five-nation class structure and class consciousness project co-ordinated by Erik Olin Wright. Neither Professor Myles nor the disseminating archives bears any responsibility for the analyses and interpretations presented here. The Review's anonymous referees offered helpful comments on the manuscript. This manuscript was received in April, 1989 and accepted in May, 1990.

Abstract

Nous avons testé des hypothèses concernant les effets specifiques à la discipline des études supérieures, y compris la notion que ceux qui ont étudié les affaires ou les domaines proféssionnelles sont plus aptes à endosser 1'ideologie dominante, tandis que ceux qui ont étudié les sciences sociales sont plus aptes à appuyer la contre-idéologie. Les données ont été tirées d'une étude nationale de travailleurs canadiens conduite en 1983. En général, les résultats ont supporté la première partie de l'hypothèse mais non la deuxième. Dans ce dernier cas, il n'y avait aucune évidence pour suggérer que ceux qui ont étudié les sciences sociales ont été‘radicalisés' par cet expérience. Nous concluons avec une discussion du potentiel idéologique des études supérieures.

We tested hypotheses regarding discipline-specific effects of higher education, including the idea that people who have studied business and the professions are most likely to endorse dominant ideology, while people who have studied the social sciences are most likely to support counter-ideology. Data were taken from a 1983 national study of employed Canadians. There was general support for the first part of this hypothesis but not the second part. In the latter case, there was no evidence that people who had studied social science had been ‘radicalized’ by the experience. We conclude with a discussion of the ideological potential of higher education.

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