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Higher education and sociopolitical orientation: The role of social influence in the liberalisation of students

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Abstract

Research has long suggested that higher education leads to liberalisation in students’ sociopolitical orientations (e.g., Feldman & Newcomb, 1969; Newcomb, 1943/1957; Pascarella & Terenzini, 1991). Differences in level of liberalisation depending on academic discipline have also been found (e.g., Baer & Lambert, 1982; 1990; Guimond & Palmer, 1990; 1996). Two hypotheses have been proposed to explain these differences: self-selection, where people choose disciplines whose views most closely match their own; and socialisation, where people’s belief systems change to match their discipline’s. Two key mechanisms are thought to drive socialisation: normative (people’s attitudes change to match those around them) and informational influences (provision of specific knowledge creates attitude change). This paper reviews the major evidence of liberalisation of students’ orientations, as well as evidence for the self-selection and socialisation explanations, and for normative and informational influence. It concludes with suggestions as to how future researchers can investigate whether change occurs and the processes by which this may be occurring.

Résumé

De nombreuses recherches ont proposé que l’enseignement supérieur conduit à une liberalisation des orientations sociopolitiques des étudiants (i.e., Feldman & Newcomb, 1969; Newcomb, 1943/1957; Pascarella & Terenzini, 1991). Des influences différentes selon la discipline accadémique ont aussi été observées (i.e., Baer & Lambert, 1982, 1990; Guimond & Palmer, 1990, 1996). Deux hypothèses principales ont été mises en avant pour expliquer ces résultats: l’effet de sélection, impliquant le choix d’une discipline congruente avec nos croyances; et l’effet de socialisation, impliquant des changements de croyances dans la direction de celles prévalant dans la discipline. Deux principaux mécanismes peuvent conduire à des effets de socialisation: l’influence sociale normative basée sur le rôle des normes sociales ambiantes et l’influence sociale informationnelle basée sur l’acquisition de connaissances. Cet article fait la revue des principales études dans ce domaine et propose des pistes de recherches futures afin d’établir dans quelle mesure, et par quels mécanismes, les changements d’attitudes et de croyances peuvent se produire sous l’influence de l’enseignement supérieur.

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  1. Division of Business, University of South Australia, 5000, Adelaide, South Australia, Australia

    Brianne Hastie

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Hastie, B. Higher education and sociopolitical orientation: The role of social influence in the liberalisation of students. Eur J Psychol Educ 22, 259–274 (2007). https://doi.org/10.1007/BF03173425

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  • DOI: https://doi.org/10.1007/BF03173425

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