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<p>This paper highlights the idea that people who have experienced unfair treatment tend to develop anticipatory injustice (i.e., expectations of unfairness in a new context). Specifically, it argues that citizens who&#xa0;have experienced unfair treatment in education are more likely to have a sense of powerlessness toward their own political abilities (internal political efficacy) and toward the political system (external political efficacy). Using data from the European Social Survey 2018, the paper shows that citizens who have not had a fair chance of achieving their desired educational goals express a weaker sense of political efficacy and that the negative effect of unfair treatment in education on external political efficacy (i.e., attitude toward the system) is more pronounced in countries with more responsive political systems. These findings suggest that previous unfair treatment in education can make citizens more cynical and frustrated about the responsiveness of their government, particularly in countries with higher levels of political responsiveness, where citizens with unfair educational opportunities perceive that they are unfairly disadvantaged and under-resourced (in terms of knowledge, skills, and&#xa0;dispositions) compared to their advantaged counterparts with whom they compete for government attention and responsiveness.</p>

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How Previous Fairness Experiences Affect Political Efficacy? A Cross-National Analysis of 23 European Countries

  • 期刊论文

  • 发表日期：

    2025年1月3日

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  • Takanori Sumino

摘要

This paper highlights the idea that people who have experienced unfair treatment tend to develop anticipatory injustice (i.e., expectations of unfairness in a new context). Specifically, it argues that citizens who have experienced unfair treatment in education are more likely to have a sense of powerlessness toward their own political abilities (internal political efficacy) and toward the political system (external political efficacy). Using data from the European Social Survey 2018, the paper shows that citizens who have not had a fair chance of achieving their desired educational goals express a weaker sense of political efficacy and that the negative effect of unfair treatment in education on external political efficacy (i.e., attitude toward the system) is more pronounced in countries with more responsive political systems. These findings suggest that previous unfair treatment in education can make citizens more cynical and frustrated about the responsiveness of their government, particularly in countries with higher levels of political responsiveness, where citizens with unfair educational opportunities perceive that they are unfairly disadvantaged and under-resourced (in terms of knowledge, skills, and dispositions) compared to their advantaged counterparts with whom they compete for government attention and responsiveness.