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  Educational divides and class-coalitions: How mainstream party voters divide and unite over immigration issues.

Harris, E. (2022). Educational divides and class-coalitions: How mainstream party voters divide and unite over immigration issues. Journal of Ethnic and Migration Studies. doi:10.1080/1369183X.2022.2134989.

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OA_Harris_2022_EducationalDivides.pdf (Publisher version), 3MB
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 Creators:
Harris, Eloisa1, Author                 
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1Socio-Cultural Diversity, MPI for the Study of Religious and Ethnic Diversity, Max Planck Society, ou_1116555              

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Free keywords: Immigration; voting; Europe; class; education
 Abstract: At the extremes of the transnational cleavage in Western European democracies, voters for far-right and green parties tend to hold polarising immigration attitudes. Yet, the extent to which immigration concerns divide mainstream left and right voters, and drive vote-choice at the ballot box for mainstream parties, is under-researched. In this article, I disentangle both immigration attitudes and mainstream electorates to answer these questions. I show that immigration issues divide electorates within the mainstream left and right along educational lines. Yet, the divide between low-educated and highly-educated voters, in particular regarding their cultural immigration concerns, is larger for the mainstream left. Secondly, turning to the drivers of vote choice, I find that cultural immigration issues explain voting for the mainstream right, particularly for lower educated voters, whereas economic concerns are associated with voting for the mainstream left, despite education level. The paper contributes to ongoing debates about immigration issues and voting by recalibrating the academic focus towards mainstream party electorates and internal divisions therein.

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Language(s): eng - English
 Dates: 2022-11-30
 Publication Status: Published online
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 Rev. Type: Peer
 Identifiers: DOI: 10.1080/1369183X.2022.2134989
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Title: Journal of Ethnic and Migration Studies
Source Genre: Journal
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Pages: 20 Volume / Issue: - Sequence Number: - Start / End Page: - Identifier: -