Racial prejudice, education, and views of climate change

Abstract Objective We examine the role of education in shaping attitudes about climate change and how it interacts with racial prejudice. Methods We analyze data from the 2012 and 2016 American National Election Study (ANES) and 2018 Cooperative Congressional Election Study (CCES). Results We identify a paradoxical relationship in which education is associated with both lower levels of racial prejudice and increased support for climate policies, but also strengthens the negative effects of prejudices that persist at higher levels of educational attainment. For individuals with racially prejudiced views, we find that educational attainment decreases both agreement with the scientific consensus and support for climate policies. Our results hold up in evaluating Democrats and Republicans and using alternative measures of racial bias. Conclusion Our results contribute to our understanding of the barriers to action on climate change and the continued salience of racial prejudice in the United States.