Do I Need a PHD to Vote: A Qualitative and Quantitative Study

Abstract

Throughout history, U.S ballots have been designed by the most educated and sophisticated. Research shows that even the most educated individuals do not possess the tools and knowledge necessary to understand many ballots. Literature suggests that the more education a person has the better voter they are. However, this study shows that education alone is not sufficient for a person to vote while fully understanding a ballot. This capstone studies if there is a statistically significant relationship between education and its impact on voter turnout, as well as education being a moderator-controlled variable and its influence on psychology of decision making. This study focuses on two null hypotheses: that there is no significant relationship between education and voting outcome, and if education controlled as a moderator variable has any influence on the ballot outcome itself which is measured as psychology of decision making. To test both null hypotheses, a cross-sectional survey was administered. The sample size was (N=33) with undergraduates (N=17) and graduates (N=16). Four Ballots were designed based on different real-world initiatives. The findings of this study showed no statistical significance between a person’s level of education and their voting behavior, education also conducted as a controlled-moderator variable did not show any statistical significance. This study recommends that further research should be done using this cross-sectional survey across all three University of Washington branches to determine if the ballots should be further scrutinized when designed by stakeholders.