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Autor/inn/enKrahn, Harvey J.; Chow, Angela; Galambos, Nancy L.; Johnson, Matthew D.
TitelEnlightenment or Status Defence? Education and Social Problem Concerns from Adolescence to Midlife
QuelleIn: British Journal of Sociology of Education, 39 (2018) 7, S.942-960 (19 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0142-5692
DOI10.1080/01425692.2018.1429893
SchlagwörterAging (Individuals); Young Adults; Late Adolescents; Racial Discrimination; Indigenous Populations; Gender Discrimination; Equal Opportunities (Jobs); Females; Unemployment; Pollution; Educational Attainment; Income; Socioeconomic Status; Attitudes; Social Problems; Higher Education; Age Differences; Foreign Countries; Grade 12; High School Seniors; Working Class; Middle Class; Poverty; Attitude Change; Canada (Edmonton)
AbstractThis paper asks whether concerns about social problems decline with age. Unconditional growth models (without covariates) revealed a decline over 25 years (age 18 to 43) in concerns about racial discrimination, treatment of Aboriginal Peoples, female job discrimination, unemployment and environmental pollution. Educational attainment was not associated with these change trajectories in conditional control models, providing no support for enlightenment or social reproduction hypotheses. Higher household income (age 43) was associated with faster declines in concerns about racial discrimination, treatment of Aboriginal Peoples and unemployment. With household income as a predictor, downward trajectories in treatment of Aboriginal Peoples, female job discrimination and environmental pollution were no longer significant, and the racial discrimination trajectory was reversed direction. These results provide compelling evidence for status defence theory. (As Provided).
AnmerkungenTaylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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