Does Education Legitimise Inequality? Comparative Analysis of Income Inequality, Education, and Meritocratic Beliefs

The paradox of inequality posits that individuals in high‐inequality societies paradoxically exhibit stronger meritocratic beliefs, perceiving their societies as systems that reward individuals based on ability and effort rather than social background or connections. This study presents an explanation from the perspective of critical sociology of education, complementing prior research that offers community contextual and psychosocial insights. By analysing the ISSP 2019 dataset, which includes 29 countries or regions, we find that in countries or regions with high income inequality, education serves to legitimise inequality and diminishes individuals' awareness of the structural factors contributing to inequality. Conversely, in those with low inequality, while basic education also functions to legitimise inequality, advanced stages of education possess an enlightening character that enables individuals to be more aware of the structural factors that lead to inequality. Generally, by estimating the interactions between education and country‐level income inequality, this study elucidates the factors contributing to the paradox of inequality and reconciles the persistent argument between legitimisation and enlightenment theories of education.