Can the relationship between higher education and cosmopolitanism be explained by field of study? Rahsaan Maxwell Department of Political Science University of North Carolina at Chapel Hill
[email protected] October 12, 2020 Acknowledgements Cameron Ballard-Rosa and Marc Hetherington provided helpful comments on previous ver- sions. 1 Abstract One of the most divisive debates of our time is whether societies should be more or less cosmopolitan. One reason for the divisiveness is the overlap between cosmopoli- tanism and other societal cleavages. For example, post-secondary qualifications are strongly associated with greater cosmopolitanism. This relationship is remarkably ro- bust but it is unclear whether educational attainment directly affects cosmopolitanism or whether pro and anti-cosmopolitan people sort into different educational trajec- tories. In this paper, I explore whether contradictory findings can be explained by previous studies mis-specifying the aspect of education that affects cosmopolitanism. I use the Dutch LISS Panel to focus on field of study; an important source of vari- ation within post-secondary education. I find that respondents with humanities or social sciences degrees are more cosmopolitan than respondents with physical science or technical degrees. However, controlling for field of study cannot account for the cosmopolitanism gap across educational attainment. Moreover, there is no evidence that a post-secondary degree in humanities or social science subjects causes more cos- mopolitanism. It is more likely that cosmopolitan people sort into humanities and social science subjects. This has implications for our understanding of the relationship between cosmopolitanism and education as well as the formulation of worldviews more broadly.