Socio economic inequalities and political engagement

 

 

How does one’s socio economic group effect their political engagement?

Inequalities in political engagement based on one’s socio-economic background has led too little to no faith in democracy (Parliament, 2018). We live in a society based on democracy, but the socio-economic inequalities that derives our democracy is only aiding those of higher economic status. If certain groups, individuals or classes dominate the process, or others are not effectively considered, democracy is undermined (Lawrence, 2015). Therefore, the democracy we are so proud of is flawed and unfair and must change for an equal society. Evidence shows that high levels of inequality in a society negatively affects political participation (Persson, 2010).

To be politically engaged, one must first be politically informed, the problem is, being from a lower socio-economic status means the less likelihood of being politically involved due to lack of political socialisation, thus creating disengagement in politics. Particular importance of this is that education is a casual link to political engagement (Schusmann and Soule, 2005). Although statistics show a lack of electoral political engagement, it’s not to say that those from lower socio-economic backgrounds are completely disengaged and potentially mean they could be engaged in alternative ways.

Me personally coming from a state school, working class background have never really gotten into politics until mid-way through secondary school when my sister became member of youth parliament and educated me and my family on political issues that affect us. This is when I started to become more politically informed, but I realised the rest of my peers in the state school I was at had barely any knowledge or interest in politics; if you think about it, it’s kind of crazy that people have little interest or knowledge on something that dictates our everyday lives.

 

Fig 1

 

Looking at fig 1, the most common categorization is social grading. social grading is defined by the occupation of the chief income earner and is used to define the entire household (Ipsos Mori, 2009).

Fig 2

As you can see from fig 2, in the 2019 general elections, the results highlight a socioeconomic gap between political engagement in terms of electoral voting, this shows, those from a lower socio economic background is less likely to vote compared with those from a higher socio economic background (Ipsos Mori, 2019). I think the most relevant factor to explain this gap is due to the lack of education in politics for those of lower socio-economic backgrounds. As those who attend state schools are likely to have had no formal political education and therefore begin their developing years already disinterested (Schusmann and Soule 2005). Whereas private education more likely to provide political education compared those from state schools, suggesting prolongation between the socio-economic inequality of education in engagement (Coleman et al, 1966).

This is a major issue in politics as this could lead to the working-class groups feeling that political decision and elections only benefit those in a better socio-economic background. Thus, leaving working class groups feeling completely alienated from politics (Dempsey and Johnston, 2018). As well as education, working class groups vote less due to having no time to invest in politics as they are most likely to work longer hours and so consequently no interests towards politics (verbal et al 2002). Hence, understandable why working-class groups are often apathetic to politics in general which suggests overall disengagement.

Fig 3

From fig 2 we can see that mainly those who come from a higher socioeconomic background are more likely to vote conservatives and those from a lower socioeconomic background are most likely to vote labour. However, in fig 3, we can see, labour has lost its confidence from all voters from all socioeconomic groups, and the largest percentages representing the lower socio-economic groups who have perhaps lost their faith in the labour party?

Working class groups may feel voting in elections will not benefit their position in society, as they may feel politicians do not represent their interests, also, feeling like they are not able to relate to politicians, as they tend to come from prestigious backgrounds, so may feel underrepresented in parliament. This results in disadvantaged groups feeling powerless, alienated and disconnected from the political process.

Society is changing, politics is also changing with it, no longer restricted to just electoral voting’s, now there’s alternatives such as social media posts on politics, petitions, protests etc (Bakker and Vreese, 2011). It’s clear democracy in our society is flawed as inequalities exists, therefore isn’t a fair society. So how can we change this? We need to start by dismantling all the factors that may lead to inequalities in political engagement. Education seems to be the biggest factor, introducing compulsory political socialisation into schools especially for those from a lower socioeconomic background so they can catch up with those in the higher socioeconomic group. Also, the best way to ensure a greater voter turnout from all socio-economic backgrounds is to have compulsory voting and automatic voting registration.

 

 

Bibliography:

 

• Bakker, T. and de Vreese, C. (2011) Good News For The Future? Young People, Internet Use and Political Participation In Communication Research 38(3),pp 451-470

 

• Coleman, J. et al. (1966) Equality of Educational Opportunity available online at https://eric.ed.gov/?id=ED012275 (21/04/20)

 

• Dempsey, N. and Johnston, N. (2018). Political disengagement in the UK: who is disengaged? [PDF] House of Commons. Available at: http://file:///C:/Users/User/Downloads/CBP-7501.pdf (Accessed 21/04/20)

 

• Lawrence, M. (2015). Political inequality: Why British democracy must be reformed and revitalised. [PDF] Institute for Public Policy Research- IPPR. Available at: https://www.ippr.org/files/publications/pdf/political-inequality_Apr2015.pdf (Accessed 21/04/20).

 

• Persson, M. (2010). The Effects of Economic and Educational Inequality on Political Participation

 

• Parliament (2018) Social background of Members of Parliament 1979-2017. Available at: https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7483#fullreport(Accessed: 21/04/20).

 

• Schusmann, A. and Soule, S. (2005) Process and Protest: Accounting for Individual Protest Participation in Social Forces, 84 (2), pp 1083-1108

 

• Ipsos MORI (2009) Social Grade: A Classification Toolavailable at https://www.ipsos.com/sites/default/files/publication/6800-03/MediaCT_thoughtpiece_Social_Grade_July09_V3_WEB.pdf (Accessed: 21/04/20)

 

• Ipsos MORI, (2019) How Britain Voted In The 2019 Election, Available at: https://www.ipsos.com/ipsos-mori/en-uk/how-britain-voted-2019-election, (Accessed: 21/04/20)

 

• Verbal, S., Brady, H. and Schlozman, K. (2002). Voice and equality. 4th ed. Cambridge, MA: Harvard University Press