Geometric data analysis of French cultural practices

Transcription

GEOMETRIC DATA ANALYSIS IN
THE STUDY OF SOCIAL SPACES
Interpreting cultural practices and cultural inequalities
Symposium on statistical Learning and Data Science, Florence, 9 May 2012
Frédéric Lebaron (CURAPP, CNRS/U. Picardie J. Verne, UMR 7319)
flebaron@yahoo.fr
In close collaboration with Brigitte Le Roux and Philippe Bonnet.
References
SLDS, Florence, 7-9 May 2012
• Bourdieu, P. (1979). La distinction.
Critique sociale du jugement. Paris:
Minuit.
• Le Roux, B. & Rouanet, H. (2010).
Multiple Correspondence Analysis
(QASS Series, n°163). CA:Thousand
Oaks, Sage.
• Rouanet, H., Ackermann, W., Le
Roux, B. (2000). The geometric
analysis of questionnaires: The lesson
of Bourdieu’s La Distinction. Bulletin de
Méthodologie Sociologique, 65, 5-18.
• Le Roux, B. (2012), Structured Data
Analysis, to appear in J.Blasius,
M.Greeenacre (eds), forthcoming.
2
OUTLINE
• 1. Sociological stakes
• 2. The data
• 3. Construction of the space (MCA)
• 4. Interpretation of axes
• 5. Structured data analysis
• 6. Study of a structuring factor: social class
• 7. Cluster analysis (AHC)
• 8. Class Specific Analysis (CSA)
• 9. Conclusions
3
4
1. Sociological stakes
• In line with Bourdieu’s perspective in La distinction,
we investigate the relationship between cultural
practices, lifestyles on one side, economic, cultural,
social and symbolic capital distribution inside French
society on the other side.
• To continue the analysis of social space structures
as Bourdieu initiated it in the 70’s (« L’anatomie du
goût », 1976) and in La distinction (1979)
• Not only a methodological refinement: shed a new
light on sociological problems at the core of the
“Distinction model”.
5
• What is a social class ? Does it “exist” and how ?
Against the opposition “realism” / “nominalism”, a
“structuralist constructivism”.
• A fundamental given is inequalities in the distribution
of various species of capital.
• Since species of capital are various, their distribution
defines a multidimensional social space.
• Classes of dispositions (habitus) are based on
similar classes of living conditions and experiences.
Ex : “la bonne volonté culturelle” (“cultural goodwill”)
as an “ideal-type” inside the “petite-bourgeoisie”.
6
• In his work, Bourdieu uses very much the socio-
occupational categories of INSEE (French NIS) at a
detailed level (“les CSP”).
• Classically he groups them into three large “classes”
(“classes populaires” / “petite-bourgeoisie” / “classes
dominantes”) ; he then divides each large class into
“fractions” defined by their relative amount of cultural
and economic capital.
• A theoretical construction which directly links classes
and capital distribution (level and composition).
7
2. The data
• INSEE, "Enquête permanente sur les conditions de vie
des ménages" ("Permanent survey on households
living conditions" : French Data of the SILC survey
2003).
• May 2003 : supplement on cultural and sport
participation.
• Data on 5626 individuals (aged 15 years old and
more), and on their households.
• Official objective : a better knowledge of cultural and
sport activities through detailed information on
households and individuals.
8
3. Construction of the space
of cultural practices
• Questions on :
• “legitimate” practices such as literature,
classical music, reading…
• practices specific of a younger lifestyle (types of
music, types of radio).
• More popular practices, mostly related to
television and radio.
• Questions revealing preferences, i.e. TV
channel mostly watched, type of music mostly
listened to, etc.
Active questions
• Space constructed from :
• Television :
• Entertainment :
• Newspapers :
• Books :
• Music / Radio :
• Total :
10 questions
8 questions
5 questions
8 questions
2 questions
33 questions
• and 5497 individuals, aged 18 or more.
9
10
Specific MCA
• Used here to restrict the analysis to categories of interest
• Infrequent and meaningless categories are treated as
passive categories
• Number of questions Q=33 (104 categories)
• Number of active categories K=90
• Number of individuals N=5497
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4.
Diagram of eigenvalues
0.180
0.160
Eigen values
0.140
0.120
0.100
0.080
0.060
0.040
0.020
0.000
1
4
7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67 70
Eigenvalue num ber
Interpretation of
axes
12
Contributions of the themes to the first three axes
Axe 1
Axe 2
Axe 3
TV
12.3
38.9
48.8
SP (entertainment)
24.2
12.9
5.2
Newspapers & mag.
18.1
10.7
19.6
Books
37.9
8.8
13.9
7.4
28.6
9.6
Music and Radio
13
Axis 1
λ1 = 0.1666
36 categories,
contributing 83.5% to
the axis variance
Intensity of cultural
practices (especially
legitimate practices,
reading, theater, etc.)
cultural capital axis
14
Axis 2
λ2 = 0.0717
29 categories,
contributing 80.5% to
the axis variance
Culture of the youth
opposed to more
traditional culture
15
Axis 3
λ3 = 0.0607
28 categories,
contributing 86.3%
to the axis variance
"hard" (dance, rock,
concerts, TV M6,
etc.) at bottom
versus
"soft" (TV news,
romance reading,
etc.) at top
cultural practices
related to age and
gender
16
Main dimensions of the constructed space
• Axis 1: intensity of cultural practices (especially
“legitimate practices”, concert, reading, theater,
etc.). Cultural capital.
• Axis 2: culture of the youth opposed to more
traditional culture.
• Axis 3: "hard" (dance, concert, etc.) versus "soft"
(TV news, romance reading, etc.) cultural
practices (related to age and gender).
17
Cloud of
individuals in
plane 1-2
18
Cloud of
individuals in
plane 1-3
19
5. Structured data analysis
• Structuring factors: refers to the notion “factor” in
the analysis of variance, i.e. a partition of the set
of individuals.
• General approach: double breakdown of
variance.
• Allows to assess the importance of the effect of a
factor, and to compare two (or more) factors.
Level of education as a structuring factor
20
Gender as a structuring factor
21
Age as a structuring factor
22
Category mean points of age in the
space of individuals
23
6. Social class as a structuring factor
• Approach based on structuring factor and double
breakdown of variance.
• Here, social class can be defined in various ways
: 42 PCS, 8 PCS, 9 Bourdieu’s class (CSP), 3
large classes.
• Other “class-schemes” could be tested (new
European class-scheme, ISCO, etc.).
24
Comparison of effects
Axis 1
between
within
Axis 2
between/
total (in%)
between within
Axis 3
between/
total (in%)
between
within
between/
total (in %)
PCS42
0,0508 0,1159
30,46
0,0179 0,0538
24,91
0,0076
0,0531
12,53
PCS8
0,0314 0,1353
18,82
0,0144 0,0573
20,13
0,0062
0,0544
10,27
CSP9
0,0420 0,1247
25,17
0,0080 0,0637
11,12
0,0038
0,0569
6,24
CSP3
0,0284 0,1382
17,07
0,0013 0,0704
1,83
0,0007
0,0600
1,11
25
Class ellipses
26
Coordinates of mean points, variances of the nine
classes on the first three axes and double breakdown of
variance
Class: concentration ellipses of
workers
middle class eco
27
other popular
middle class intellectual
students/pupils
Class:
concentration
ellipses of
Middle
upper class
retired
upper class
28
managers
upper class int.
29
Class ellipses
30
Coordinates of mean points, variances of the three
classes on the first three axes and double breakdown of
variance
31
Conclusions of the comparison
• Very low effect with the official 8-groups “PCS”,
much higher with the “level 3”, i.e. 42-groups
variable. (Why not even refer to the “level 4” (497)
when possible ?)
• A theoretical class-scheme based on Bourdieu’s
theory and an aggregation from the “level 3” (42
categories) gives rather good results in the study
of cultural practices.
• Three classes is a much poorer partition, except
for the interpretation of Axis 1: a simple summary
?
32
7. Cluster analysis
• Another approach is to construct the ”social
classes” on the basis of the observed cultural
data. It leads to the family of cluster analysis
methods.
• Here, the classes are constructed from questions
about cultural practices.
• General question: is the classification based on
cultural practices (strongly or not) related to the
division of society into social classes ?
33
7. Cluster analysis
Ascending Hierarchical Clustering (AHC) using Ward’s
method
• Distances between individuals are the distances used in
MCA (all the axes).
• The aggregation index is based on the between variance.
4 clusters retained
34
Clusters concentration ellipses in plane 1-2
35
36
Coordinates of mean points, variances of the four
clusters on the first three axes and double breakdown
of variance
37
To interpret classes, one proceeds as follows:
For each class c, compare the relative frequency of the category k ( )
for individuals belonging to class c to the one ( ) for all individuals.
Descriptively, the deviation between category k in class c and category k
in the overall set of individuals is said to be large if
> 0.05 or if
/
>2.
For the categories with large deviations, we perform the typicality test
(the combinatorial test of comparison of a frequency to a reference
frequency), hence a combinatorial p-value (one-sided). If p < 0.025, the
frequency is statistically greater than the reference frequency with (S*)
if 0.005 < p < 0.025 and (S**) if p < 0.005.
The categories for which the deviation is descriptively large and
statistically significant are said to be ‘over-represented’.
In the same way, they are said to be ‘under-represented’ if
- <-0.05
or if
/
<0.5, and if the result of the test is significant. The
interpretation of classes based on the sectors that are overrepresented.
38
Cluster 1
Cluster 1
39
In Cluster 1 one finds 34 categories that are
over-represented. These categories concern
intense cultural practices (participation and
diversity): theater on TV, art programs, Arte
channel, never games, sitcoms or clips; going to
opera, theater, concert, dance performance,
cinema; preferring classical music; reading
history, art or politics books, classical literature
and dayly national newspaper. The categories
"high education", "above 46 years" and "high
income" are overrepresented.
40
Sociological interpretation of cluster 1
• A class of individuals defined by legitimate cultural
practices: “le goût dominant” (“the dominant taste”).
Highbrow culture.
• Closely related to very high levels of educational capital
(“grandes écoles”).
• Related to dominant classes, esp. managers.
41
Cluster 2
Cluster 2
42
In cluster 2, there are 30 categories over
represented. The categories concern
the reading of various sorts of books, an
active use of cultural programs on TV
channels, the rejection of popular TV
programs, a moderate reading of cultural
magazines and national newspapers,
cinema attendance, taste for rock music,
comic strips...
43
• A class of individuals defined by an attempt to be conform
to a more legitimate definition of culture : “la bonne
volonté culturelle” (cultural goodwill), illustrated by
educational and cultural ascetic dispositions.
• Closely related to intermediary and high levels of
educational capital, and to the middle and upper classes.
44
Cluster 3
Cluster 3
45
In cluster 3, one finds 21 categories that
are over-represented. These categories
concern cultural practices associated
with youth culture: TV channel M6,
watching films, clips, sitcoms, games;
listening to radio for music; liking
international pop music, or techno, world
or rap music.
46
• A class of individuals defined by the “common” or
“popular” cultural practices of the youth, esp. around
specific TV programs and music.
• Closely related to the younger ages but also to people
with vocational training.
47
Cluster 4
Cluster 4
48
Categories of weak cultural practice are
overrepresented: not listening to music;
not going to cinema; not reading; watching
TV channels FR3 (regional) or TF1
(popular); reading regional newspaper; not
listening to radio except news.
The categories of low educational level
(primary or no diploma), age 66-76 and
>76 years are overrepresented. 36% of
individuals of the working class are in this
cluster.
49
• A class of individuals defined by the absence of
“legitimate” cultural practices and an over-representation
of individuals watching the commercial popular TV
channel (TF1) or the public regional programs (France 3):
“le goût de nécessité” (“necessity taste”)?
• Closely related to the older ages, but also to very low
educational capital and to the working class.
SCUD 20/05/2012
seminar, York, 24-25 May 2011
50
8. Class-Specific Analyses
- We need for more specific analyses of particular
occupational groups (example: blue-collar workingclass, managers…).
- The “managers” (les patrons): two PCS (« chefs
d’entreprise de plus de 10 salariés », « cadres
administratifs et commerciaux d’entreprise »).
- Number of specific individuals: 180.
51
Thirty years after Distinction, november
2010
Motivation for the use of ClassSpecific Analysis
The distance between two individuals inside a specific class
(e.g. the managers) makes sense in the global space, but not
in a space restricted to these particular individuals.
 To operationnalize this idea, the CSA consists in searching the
principal dimensions of a sub-cloud without « extracting » it
from the global space (keeping the distance as defined in the
global space).
 See the sub-cloud inside the global space but projected onto
its own principal dimensions.
 Then we apply the usual GDA methodology: interpretation of
axes, structured data analysis.

52
SCUD 20/05/2012
Managers
SCUD 20/05/2012
Managers: first specific axis
53
SCUD 20/05/2012
Managers: second specific axis
54
SCUD 20/05/2012
Managers: third specific axis
55
56
Sociological interpretation of Axes 1 to 3
• Axis 1 is an axis of “legitimate” cultural practice.
• Axis 2 is an axis of intensity of global cultural activity,
opposing intense practices (including “matter-of-fact” and
professional activities like reading national newspapers)
to more modest practices.
• Axis 3 is an axis opposing modern and traditional musical
and cultural genres.
SCUD 20/05/2012
Managers: age
57
SCUD 20/05/2012
Managers: age
58
SCUD 20/05/2012
Managers: education
59
SCUD 20/05/2012
Managers: gender
60
61
Sociological interpretation of Axes 1 to 3
• Axis 1 first relates to educational capital.
• Axis 2 first relates to gender and age .
• Axis 3 first relates to age.
=> The structure of the specific sub-space seems
relatively close (Axis 1, plane 2-3) to the structure
of the global space: « structural homology ».
62
Conclusions
• Individuals are where the information comes from: a
systematic investigation of social class as a structuring
factor allows to decompose and compare the effects.
• Relevance of Bourdieu’s theory of capitals to refine
class-schemes and investigate the cultural dimension of
social classes.
• A cluster analysis based on cultural practices allows to
approach the consistence of particular Bourdieusian
“ideal-types” (and symbolic categories).
• CSA allows to complete the analysis through the study
of specific sub-groups, like the managers, showing
structural homologies.

Geometric data analysis of French cultural practices

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