Do you have a university degree? Did your parents?

Did you know? Children in lower income families (22.6%) are less likely to obtain a university degree than those in higher income families (59.3%). By responsibly using new data sources, we provide Canadians with greater insights.


Statistics Canada puts out a report every day called The Daily. Lately, it’s added a new feature to The Daily called Did you know? I quite like this new feature.

The observation about the relationship between education and family income comes to you courtesy of The Daily. It’s a simple statement of fact based on the masses of information on us that Stats Can collects. Of course the devil is in the details as they say. I’d need to dig a bit deeper into the Stats Can website to determine what ‘lower income’ means and also what ‘family’ means. It’s not as simple as it seems because Stats Can has different ways of determining family.

But let’s just leave it at the basic level it’s presented to us by Stats Can and think about why children in lower income families are less likely to obtain a university degree than children from higher income families. Let’s see how this basic fact can be explained by various political groups or parties for their own ends and what ‘greater insights’ Canadians might get from contemplating this fact.

If I subscribe to a Social Darwinian ethic with roots going back to Thomas Hobbes and John Locke, I might just argue that the greater numbers of upper income progeny going to university and getting degrees is the natural order of things. They are ”successful” because they are superior to the lower class rabble. They have the personal traits that make them successful, traits that the poorer schmucks down the road lack. Personal initiative is everything. Poor people just don’t have any of it. They are lazy and must be prodded to get them to work or to study.

If I count myself among the ranks of ‘progressives’, I may very well argue that the reason that poor people don’t go to university is that the social odds are stacked against them. They lack the financial resources to attend university. They don’t have the advantage of having attended superior elementary and secondary schools. They don’t have a home life conducive to reading or intellectual work, and their parents are probably people who don’t value a higher education.

Others along the ‘progressive’ spectrum put more emphasis on structural factors that impede access to higher education for low income people. For them, the class system steers individuals along certain pathways. It divides us and ensures we remain divided by selectively supporting certain social programs and not others. Social inequality from this perspective is not about individual differences. It’s about class and other group characteristics.

So, Stats Can can produce numbers like this but the insight it generates is not objective. The insight is filtered through a number of screens depending on the ideological framework deployed to make sense of it. There is virtually no gain to be had in trying to convince a dyed-in-the-wool Social Darwinist that Marx was correct in his analysis of class, and vice versa, of course.

[BTW, putting together another post about the meaning of things. Maybe by Sunday or Monday.]

How Higher Education in the US Was Destroyed in 5 Basic Steps | Alternet

How Higher Education in the US Was Destroyed in 5 Basic Steps | Alternet.

Predicable.  The author Debra Leigh Scott doesn’t mention Thorstein Veblen’s essay The Higher Learning in America published some 100 years ago but he noted then how business was taking over higher education.

Pure science is under attack everywhere, a consequence of the decline of the importance of the national state and the rise of global corporate power.  It’s anarchy out there.  Corporations don’t want to spend a dime more than they need to in order to make megaprofits so they want ‘science’ that is strictly geared to their needs.  Countries (meaning you and I) are left with supporting pure science with the uncertain knowledge that it will benefit them in any practical way.  States still do support pure science in many forms, but the pressure is on the increased importance of ‘applied’ science…which is really engineering.