It seems the answer may be yes, to some extent they do.


"It has long been established that those who have experienced higher education are more liberal than those who have not on this ‘cultural’ dimension. Exactly howeducation liberalises’ remains the subject of some debate. Evidence from Switzerland has suggested it is primarily a self-selection effect of those going to university being already more liberal than those who do not; while there is an on-going suggestion that it is the beliefs and values of academic staff which produce more liberal graduates. To fully explore these propositions, good quality longitudinal data are needed. In the UK, the 1970 birth cohort study provides one such source (albeit one frozen in time before more recent expansions of the higher education sector)."

Taking attitudes to the death penalty as emblematic of these ‘liberal’ social/cultural values it is possible to track how these change before and after higher education. As Figure 6 shows, it is the case that those who went on to gain a university degree were less likely to support the death penalty even before they completed their UCAS forms (at age 16) but this gap widens over time so that by age 30 the gap between those with degrees and those with lower level qualifications has increased. It is also clear from this chart that the key differentiation is between those with degree or higher-level qualifications and those with other qualifications. This suggests that there is something specific about the experience of higher education which produces more liberal values. This appears to be something which is independent of the subject of study as a similar increase in the proportion not in favour of the death penalty occurs across different subject groups.When seeking to understand the connections between education and political behaviour, the dominant approach in political science has been to turn to the idea of a social cleavage, but this is difficult to sustain as there is little evidence that education produces the kind of social group identity that is needed to classify a divide as a cleavage, quite apart from the lack of a clear articulation of education-based interests by political elites. A more fruitful line of enquiry is to seek a deeper understanding of the connections between education and values: to understand how education liberalises. To do this adequately will require a much closer examination of the processes, content, and types of educational experiences of those who ultimately end up with different qualification levels. It will require political analysts to take education seriously and not as a ‘black box’ explanation for value divides and voting."

I'd be happy to tell her how it works: relentless propaganda disguised as instruction.