- Lindsay Paterson
- Professor of Education Policy
- 2.02 22 George Square Edinburgh UK EH8 9LD
- +44 (0) 131 651 6380
- Research Interests
- Sociology of Education, Scottish Politics, Quantitative Methods in Social Research, Education Policy
Lindsay Paterson holds a Leverhulme Major Research Fellowship.
Summary of Leverhulme project: Education and Society in Scotland
Education is now the basis of social success in liberal societies, the key to occupational opportunity, civic participation and fulfilling leisure. Failure in education now greatly increases the risk of social marginalisation. The Leverhulme project aims to explain how that role of education has come about using the uniquely rich set of educational surveys of Scotland that date back to 1932 and extend to the present century. Scotland pioneered the use of high-quality national surveys in education. It led the world in the use of statistics as a means of explaining students' learning and understanding how their learning relates to their social context and opportunities. That distinctive history attracted international admiration, and was sustained as a highly creative though often tense partnership among government, school teachers, and academic researchers.
Previous research relevant to the Leverhulme project
Lindsay Paterson’s previous research on which the Leverhulme project builds may be grouped under four headings:
Educational reform in the twentieth century
This work investigates some aspects of the historical background. Examples of publications are:
Paterson, L. (2018), ‘The significance of the Education (Scotland) Act, 1918’, Scottish Affairs, 27, pp. 401-424.
Paterson, L. (2015), Social Radicalism and Liberal Education, Exeter: Imprint Academic.
Paterson, L. (2015), ‘Democracy or intellect? The Scottish educational dilemma of the twentieth century’, in R. D. Anderson, M. Freeman and L. Paterson (eds) (2015), The Edinburgh History of Education in Scotland, Edinburgh: Edinburgh University Press, pp. 226-45.
Paterson, L. (2009), ‘Universities and nations in Britain in the twentieth century’, in F. Bechhofer and D. McCrone (eds), National Identity, Nationalism and Constitutional Change, London: Palgrave, pp. 163-188.
Paterson, L. (2011), ‘The reinvention of Scottish liberal education: secondary schooling, 1900-1939’, Scottish Historical Review, 90, pp. 96-130.
The long-term effects of educational reform
Working with Professor Ian Deary and colleagues in the Centre for Cognitive Ageing and Cognitive Epidemiology, Department of Psychology, University of Edinburgh, Lindsay Paterson has used the long-term follow-up of birth cohorts that were first surveyed in the mid-twentieth century to study the effects of educational reform in the early years of the twentieth century, thus linking archival statistical data from the period 1900-1939, survey data from the late-1940s, and follow-up data from several decades since then. The techniques have included multiple regression and path analysis. The follow-up data collection was funded mainly by the MRC, Age UK and the Chief Scientist Office of the Scottish Government’s Health Directorates.
Examples of publications from this work are:
Paterson, L., Pattie, A. and Deary, I. (2011), ‘Social class, gender and secondary education in Scotland in the 1950s’, Oxford Review of Education, 37, pp. 383-401.
Paterson, L., Pattie, A. and Deary, I. (2010), ‘Post-school education and social class destinations in Scotland in the 1950s’, Longitudinal and Life Course Studies, 1, pp. 371-93.
The effects of education on people’s civic values
In this connection, Lindsay Paterson has used several large UK social surveys, especially the National Child Development Survey, the British Birth Cohort Study, the British Household Panel Study, and the British Social Attitudes Survey. The techniques are mainly multiple regression of various kinds, including linear, standard nonlinear (such as logistic) and highly non-linear (such as diagonal reference models).
Examples of publication in this connection are:
Paterson, L. (2014), ‘Education, social attitudes and social participation among adults in Britain’, Sociological Research Online, 19 (1). www.socresonline.org.uk/19/1/26.html
Paterson, L. (2008), ‘Political attitudes, social participation and social mobility: a longitudinal analysis’, British Journal of Sociology, 59, pp. 413-34.
Educational expansion and social mobility
Working with Professor Cristina Iannelli in the School of Education, University of Edinburgh, and others, Lindsay Paterson has studied developments in social mobility and their relationship to educational expansion during the twentieth century. The data sets have been the British Household Panel Study, the Scottish School Leavers Survey, and the Scottish Household Survey. The statistical techniques are loglinear modelling and various non-linear elaborations of it. Examples of publications in this connection are:
Iannelli, C., Gamoran, A. amd Paterson, L. (2018), ‘Fields of study: horizontal or vertical differentiation within higher education sectors?’, Research on Social Stratification and Mobility, 57, pp. 11-23.
Iannelli, C., Gamoran, A. and Paterson, L. (2011), ‘Expansion through diversion in Scottish higher education, 1987-2001’, Oxford Review of Education, 37, pp. 717-41.
Paterson, L. and Iannelli, C. (2007), ‘Social class and educational attainment: a comparative study of England, Wales and Scotland’, Sociology of Education, 80, pp. 330-58.
Lindsay Paterson contributes regularly to public debate on topics relating to education policy and to Scottish politics, in the broadcast and print media and through invited lectures at public events.
Lindsay Paterson’s undergraduate education was in Aberdeen University (where he studied mainly mathematics and English literature). He then did a PhD in statistics at Edinburgh University. He gained postdoctoral experience working as a statistician for the Agricultural Research Council, after which he was a lecturer in the Department of Actuarial Mathematics and Statistics at Heriot-Watt University. While there, his research was mainly in epidemiological work in medicine. Since the late 1980s he has taught and carried out research on topics in educational sociology, education policy and Scottish politics. He has served on the Research Resources Board of the UK Economic and Social Research Council, and has been an adviser to the Scottish Parliament’s Education Committee, and to several government departments since the early 1990s. He was elected a Fellow of the Royal Society of Edinburgh in 2004 and a Fellow of the British Academy in 2013.
Topics interested in supervising
Sociology of Education; Education Policy