Global liberalism, emerging illiberalism, and human rights, 1980 to 2018.

The international institutions established after 1945 enshrine and expand human rights norms. Recently, the global liberal order has been challenged by a variety of illiberal oppositions. We discuss how the trajectories of global liberalism and illiberal challenges may affect country human rights practices in both direct and diffuse ways. Hybrid panel regression models of human rights scores for 158 countries from 1980 to 2018 evaluate our arguments. We observe direct effects of global liberalism: countries linked to liberal organizations in world society have higher scores on measures of human rights practices. The growth of global liberalism also explains a great deal of within-country variation in human rights practices over time. However, recent illiberal challenges have the opposite effect. Countries linked to illiberal intergovernmental organizations are less respectful of human rights, and the global rise of illiberalism undermines human rights. We conclude with reflections on the importance of the global institutional and normative context for sustaining (and eroding) human rights.

Revisiting the Role of Cultural Capital in East Asian Educational Systems: The Case of South Korea.

The concept of cultural capital has proved invaluable in understanding educational systems in Western countries, and recent work seeks to extend those insights to the diverse educational systems of other geographic regions. We explored cultural capital in South Korea by investigating the relationships among family socioeconomic status (SES), cultural capital, and children's academic achievement using data from the 2000 Programme for International Student Assessment. South Korea was compared with Japan, France, and the United States to understand how institutional features of South Korean education shape the role of cultural capital in academic success. Results showed that family SES had a positive effect on both parental objectified cultural capital and children's embodied cultural capital in South Korea, consistent with evidence from the other countries. Moreover, parental objectified cultural capital had a positive effect on children's academic achievement in South Korea. In contrast to other countries, however, children's embodied cultural capital had a negative effect on academic achievement in South Korea controlling for the other variables. We highlighted several institutional features of South Korean education including a standardized curriculum, extreme focus on test preparation, and extensive shadow education, which may combine to suppress the effect of children's embodied cultural capital on academic achievement.