Generations, education and common values: a study on five italian cohort-generation, from the reconstruction to the z-gen

Italy, there has been a recent resurgence of the generational approach and related issues (ISTAT, 2016; Casavecchia, 2021). While questions persist about the duration, definition, and labeling of generations, various studies seek distinctive criteria, often linking the concept of generation to that of cohort (necessary for statistical analyses). Using data from the European Social Survey (ESS), waves 8, 9, and 10 (2018, 2020, and 2022) were analyzed to examine differences in values between generations. A first goal is to understand if these differences can serve as a distinguishing criterion and a second is instead to address the lack of literature on generational differences in basic human values (Lyons et al., 2005). The differences that can be identified are not so much to distinguish the Baby Boomers from X-ers but rather for recent generations like X and Y, where agency and individuality in world perception may be crucial for differentiation (Lyons et al., 2007; Robinson, 2013). This work aims to compare the basic human values attitudes of these generations, as these may change over time. By Basic Human Values, we refer to the Shalom H. Schwartz’s theory (1992, 2003; Schwartz et al., 2012), currently part of the ESS questionnaire. These seem to be a key element in describing beliefs, attitudes, and opinions at the individual or collective level (Davidov, 2010; Fischer, 2012; Cieciuch et al., 2017). The Human Values theory seems to fit well with the theory of generations and can be useful in identifying those who have not experienced sudden changes historically (Casavecchia, 2021). Following L. Chisholm’s thesis (2023), if it is true that the faster the change, the shorter a generation lasts, then values may be a key element in understanding increasingly less pronounced generational differences. Using the cohort tool to identify statistically observable groups, five different cohort-generations were considered: the “Reconstruction” generation (which includes those born between 1927 and 1948), the Baby Boom generation (including those born between 1948/49 and 1968), X (those born between 1968/69 and 1979), Y (between 1979/80 and 1995) and Z (the latter probably still emerging, including those born between 1995/96 and 2008). Generations and their value differences were observed at the mono and bivariate levels descriptively. Taking into particular consideration the role of education, generations were also observed at the multivariate level, comparing them first with the same educational level and then, by educational level achieved. In summary, first between generation and within the level of education, and then between level and within generation, attempting to determine the background and factors influencing these value differences. Values were constructed from the 21 items in the ESS database. Using the Principal Component Analysis (PCA), the 10 underlying dimensions and then the 4 highest Values encapsulating them (Openness to change vs. Conservatism and Self-Transcendence vs. Self-Enhancement) were identified. The role of education were fundamental in the analysis, as we are aware of its potential in terms of changing values, attitudes, and expectations (Rokeach, 2008).