ABSTRACT

This article attempts to study two different causal mechanisms where education affects individual attitudes toward foreign countries. On the one hand, education stands for human capital and/or skill level. According to the factor endowments model, for example, well-educated people in a capital-abundant country can materially benefit from trade ties with other labor-abundant countries. On the other hand, education cultivates social trust, disseminates information, and expands breadth of social perspective, all of which can make one more pro-outsider. Hence, both explanations tend to predict that one’s educational attainment is associated with a positive opinion of outgroup members and foreigners. By cross-national comparison including both developed and developing economies, I find empirical evidence supporting the socializing not the utilitarian effect of education on outgroup attitudes, using data from the second wave of the Asian Barometer Survey. Further structural equation modeling shows that education socializes an individual to be more internationalist and cosmopolitan mainly through an expanded social perspective.

摘要

本文试图研究教育影响个人对外国态度的两种不同的因果机制。一方面，教育代表人力资本和/或技能水平。例如，根据要素禀赋模型，资本充裕的国家中受过良好教育的人可以从与其他劳动力充裕的国家的贸易关系中获益。另一方面，教育培养社会信任，传播信息，扩大社会视野，都可以让一个人更加亲局外人。因此，这两种解释都倾向于预测一个人的教育程度与外群体成员和外国人的积极看法有关。通过包括发达经济体和发展中经济体在内的跨国比较，我使用第二波亚洲晴雨表调查的数据，发现经验证据支持教育对外群体态度的社会化而非功利效应。进一步的结构方程模型表明，教育主要通过扩展的社会视角将个人社会化，使其更加国际化和国际化。