Political Character of Adolescence

Document Type Article Publication Date 2001 Volume 15 Issue 1 Publication Title Social Policy Report Abstract Democracies must insure that each new generation of citizens identify with the common good and become engaged members of their communities. Such goals are prominent in the missions of public schools and community youth organizations. This report summarizes research which points to directions youth programs and policies should follow to achieve these civic goals. Recommended Citation Flanagan, Constance A. and Faison, Nakesha, "Youth Civic Development: Implications of Research for Social Policy and Programs" (2001). Civic Engagement. 11. https://digitalcommons.unomaha.edu/slceciviceng/11  Download

/pdf/youth-civic-development-implications-of-research-for-social-15xwoxyg8l.pdf

Youth Civic Development: Implications of Research for Social Policy and Programs

(1995). The Rebirth of Political Socialization. Perspectives on Political Science: Vol. 24, No. 1, pp. 7-16.

The Rebirth of Political Socialization

The developmental correlates of diffuse support for the polity and civic commitments were explored in a survey of 1,052 students (mean age = 14.96 years) from African American, Arab American, European American, and Latino American backgrounds. Results of structural equation modeling revealed that regardless of their age, gender, or ethnic background, youth were more likely to believe that America was a just society and to commit to democratic goals if they felt a sense of community connectedness, especially if they felt that their teachers practiced a democratic ethic at school. Discussion focuses on the civic purposes of education in inculcating a sense of identification with the polity in younger generations.

School and community climates and civic commitments: Patterns for ethnic minority and majority students.

Why do people believe in conspiracy theories? This study breaks from much previous research and attempts to explain conspiratorial beliefs with traditional theories of opinion formation. Specifical...

What Drives Conspiratorial Beliefs? The Role of Informational Cues and Predispositions

This review addresses the question: What is known from empirical studies about the effects of schooling on the political socialization of American youth? School-level and classroom-level attributes are related to four political socialization outcomes: political knowledge, political attitudes and values toward society and politics, attitudes toward political participation, and participation in political or quasi-political affairs. The school curriculum is found to be effective in transmitting knowledge but not in influencing attitudes; social status of students influences these relationships. Classroom climate and student participation in school activities, and the school organizational climate were main factors found related to student political attitudes.

Lee H. Ehman

Papers

The American School in the Political Socialization Process