- Lindsay Paterson
- Professor of Education Policy
- 3.24 Chrystal Macmillan Building 15a 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’s undergraduate education was in Aberdeen University (where he studied mainly mathematics and English literature), and 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 worked 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.
He is a member of the School's Quantitative Methods group: http://www.sps.ed.ac.uk/research/research_community/quantitative_teaching_and_research
Lindsay Paterson contributes to the MSc Core Quantitative Data Analysis course in the School of Social and Political Science. He has led courses in multi-level modelling and in R run by the Applied Quantitative Methods Network. He is a member of the Edinburgh Q-Step Centre, part of the UK-wide initiative to extend and deepen quantitative methods for undergraduate students of social science: see http://www.q-step.ed.ac.uk/.
He convenes Education Policy courses at Honours and MSc level in the School of Social and Political Science, and contributes lectures on education policy, the history of education and Scottish politics to several undergraduate and MSc programmes.
Lindsay Paterson’s current and recent research relates to five main areas; for a full list of publications, see http://tinyurl.com/ngcxhfe.
Educational reform in the twentieth century
This work forms some of the background to the statistical analysis that is the main component of research in the other areas below. Examples are:
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, he has used the long-term follow-up of birth cohorts that were first surveyed in the mid-twentieth century to study the long-term 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, he uses 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, he 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. 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.
The status of Gaelic in Scotland
Working with Dr Fiona O’Hanlon in the School of Education and Rachel Ormston of ScotCen Social Research (and funded by an ESRC grant with additional contributions from the Scottish Government and Bòrd na Gàidhlig), he has studied the attitudes of people in Scotland to the Gaelic language. Examples of publications from this project are:
Paterson, L. and O’Hanlon, F. (2014), ‘Public views of minority languages as communication or symbol: the case of Gaelic in Scotland’, Journal of Multilingual and Multicultural Development, DOI: http://dx.doi.org/10.1080/01434632.2014.972959
Paterson, L., O’Hanlon, F., Ormston, R. and Reid, S. (2014), ‘Public attitudes to Gaelic and the debate about Scottish autonomy’, Regional and Federal Studies, 24, pp. 429-50.
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.
Topics interested in supervising
Sociology of Education; Education Policy; Scottish Politics