Educational Mobility and Trust

This study investigates the relationship between educational mobility and social trust, addressing a gap in the literature on how intergenerational education dynamics shape trust. Using data from the European Social Survey (2002–2020) across 29 countries and approximately 230,000 individuals, the analysis employs the Diagonal Reference Model (DRM) to disentangle the effects of educational origin, destination, and mobility. The study tests two theoretical frameworks: the acculturation hypothesis, which posits that trust aligns with the achieved educational level over time, and the status maximization hypothesis, which suggests trust aligns with the most prestigious group an individual identifies with. Findings highlight that trust is significantly influenced by both inherited (parental education) and achieved educational characteristics, with tertiary education fostering the highest levels of trust. The acculturation hypothesis is strongly supported, demonstrating that individuals gradually adopt the trust norms of their achieved educational group as they age. By contrast, the status maximization hypothesis receives limited support, as upward and downward mobility do not significantly differ in their impact on trust. This research underscores the dynamic nature of trust formation, emphasizing the interplay between life-course processes and intergenerational factors. The study provides important policy implications, suggesting that improving access to education and supporting upward mobility can enhance societal trust and cohesion. These findings contribute to our understanding of how educational pathways shape trust, offering new perspectives on the social foundations of trust and mobility in Europe.