When meritocracy opposes quota policy: How education and policy strength impact opinions about affirmative action
The purpose of this research is to investigate the role of educational level on support for affirmative action policies (AAPs) aimed at assisting educated women’s access to decision-making positions. Findings from a survey conducted in a sample of employees working in public-sector institutions in Albania show that people with a university degree are less supportive of quota policies compared to people without a university degree. The findings further demonstrate that meritocratic beliefs mediate the effects of education on support for affirmative action framed as a quota policy. Examining the ways in which educational level influences support for affirmative action helps to advance the theoretical understanding of mechanisms behind barriers hindering the progression of women. Practical implications include advice on how to frame APPs when implementing such policies in various organizational contexts.
In: Klea Faniko, Fabio Lorenzi-Cioldi, Oriane Sarrasin, Eric Mayor (eds.), Gender and Social Hierarchies. Perspectives from social psychology, New York, Routledge, 2016, chap. 7
Klea Faniko, Fabio Lorenzi-Cioldi, Oriane Sarrasin, Eric Mayor
Work – carrer – professions
Education – vocational training
Social psychology, Psychology