| Abstract: | TWO VERY DIFFERENT PICTURES regarding the relationship between the education system and socialization into dominant ideology emerge from the work of Guimond et al. (1989a; 1989b) and ourselves (Baer and Lambert, 1990). Using data from a single Quebec university, Guimond et al. argued that the conservatizing effect of education in the case of some programmes of study (e.g., commerce) was offset by a radicalizing effect in social science education. In their own words, "it can hardly be argued that education increases support for the status quo when one looks at the data relating to social science students.… [Our research program] clearly suggest[s] that studying the social sciences is a radicalizing experience" (Guimond et al., 1989b: 207; our emphasis). In our case, we used national, cross-sectional data to make a case for the substantive insignificance of any such social science effect in the long run, and to support our contention that overall, the education system in Canada has probably had a conservatizing influence. |
