Explaining the educational divide in electoral behaviour: testing direct and indirect effects from British elections and referendums 2016–2019

Abstract

An educational divide has become apparent in Western democratic politics. Our understanding of why this divide has emerged remains limited as existing studies have not utilized mediation methodologies, which allow detailed examination of how education’s shaping effect on electoral behaviour is transmitted. This study addresses this gap in knowledge – providing a more complete picture of why modern British politics divide along educational lines. It applies the Karlson–Holm–Breen method to British Election Study data to explore firstly, what proportion of education’s total effect on vote choices, cast in the 2016 referendum, 2017 and 2019 General Elections, was transmitted indirectly, and secondly, the relative contribution of economic orientations, cultural attitudes and political cue-taking behaviours as drivers of this divide. Findings show 67–91% of education’s total effect on vote choices was transmitted indirectly and crucially, that vote choices divided along educational lines largely because educational groups exhibited divergent economic orientations, cultural attitudes and cue-taking behaviours. Results also highlight that educational division(s) in the referendum and General Election voting were driven by different mechanisms.

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ORCID for Elizabeth Simon: orcid.org/0000-0001-8837-7061

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