Abstract In the 1960s, Swiss education experts identified three significant groups of young individuals facing disadvantages in accessing higher education: women, rural youth, and those with parents from lower social classes. Since then, federal and cantonal policies have successfully addressed equality for women and rural youth; however, young individuals from lower social classes continue to experience persistent disadvantages. This case study on social selectivity examines the policy process and analyzes the reasons for the different policy outcomes of these three groups.

Abstract Political participation is essential for a well‐functioning democracy. Although political participation is linked to the level of education, little research investigates the political participation of people with a low level of education. This study examines whether the effect of low education on political participation can be offset by social capital, using a novel data set from 2022 comprising 4,000 respondents residing in Switzerland. The interaction analysis reveals a moderating effect of social capital, particularly informal volunteering, on the relationship between education and political participation: for individuals who volunteer, the educational effect on political participation is only about half as strong as for those who do not volunteer. This result suggests that social capital can partially compensate for a low level of education.

Abstract This study investigates how education shapes political participation among young voters in Switzerland's direct democratic system, focusing on the turnout gap between highly and less‐educated individuals. Using registry data from the Canton of Zurich, we analyze participation patterns by educational track, gender, citizenship status, family political background, and vote salience. Our findings reveal a persistent turnout gap: young voters in higher educational tracks participate significantly more than those in vocational training. While parental political activity and high‐salience votes can mitigate this gap, systemic barriers remain. We argue for targeted interventions—such as enhanced political education in vocational schools and accessible information—to foster inclusive participation and reduce lifelong inequalities in civic engagement.

Abstract This contribution examines the educational gap in voting behavior in Swiss direct democracy, moving beyond the well‐documented turnout differences to assess how education shapes citizens' choices. Drawing on survey data covering 300 votes between 1985 and 2020, we analyze the extent to which low‐ and highly‐educated voters diverge in their support for government positions. Results show that, on average, low‐educated voters are less supportive of the government, with substantial gaps in about one‐sixth of votes, particularly in referendums and on issues of immigration, asylum, and foreign policy. These findings highlight the salience of the “globalization cleavage,” whereby low‐educated voters, often perceiving external openness as a threat, oppose government‐backed policies. While the declining share of low‐educated voters limits their veto power, their opposition has played a role in some government defeats. The study highlights how education stratifies political preferences and may foster divides both among citizens and between citizens and elites.

Abstract In most Swiss municipalities and two cantons, voting means attending a public assembly rather than casting a ballot. This article investigates the extent to which participation in such assemblies is shaped by different patterns of social selectivity compared to ballot voting. Using survey data from one canton and four municipalities, we show that while none of the three institutional settings—ballot voting, cantonal Landsgemeinde, or municipal assemblies—is consistently more inclusive or exclusive, they differ markedly in the socio‐structural composition of participants. The Landsgemeinde attracts an electorate that is neither biased by age nor by homeownership but exhibits the strongest distortion by formal education. In contrast, municipal assemblies show balanced participation across educational groups, but overrepresentation of elderly, homeowners, employed individuals, and, to some extent, men. Furthermore, we show that social embeddedness — such as length of residence — strongly motivates participation in assembly democracy but plays little role in ballot votes.