Inclusivity in Online Platforms: Recruitment Strategies for Improving Participation of Diverse Sociodemographic Groups

Governments are increasingly implementing smart and digital approaches to promoting citizen participation. However, whether online participation platforms are tools that improve inclusivity in citizen participation remains underexplored. To address this gap, this article focuses on the role of recruitment messages and their effect on participation in an online participation platform by gender and age. A field experiment with a neighborhood census sample (N = 6,066) shows that online participation dips for younger and older citizens and is equal among women and men. For the age groups between 60 and 75, differences in the control and intervention recruitment messages significantly impacted participation. These findings can help public managers tailor recruitment strategies to facilitate inclusive participation and represent a first step toward learning what types of messages are effective for whom.     

Intractable Conflict from the Bottom Up

Negotiation Journal -     

Whither the Liberal Democratic Model? Immigration Politics in Switzerland and Japan

A comparison of Japan's and Switzerland's immigration policies disclaims both globalist and public choice explanations that would predict a similar increase in immigrant numbers and an expansion of immigrant rights in liberal democracies. Although both countries have traditionally espoused a rather exclusionary approach towards immigration, Japan is unique in having hitherto succeeded in preempting large numbers of immigrants from entering the country and in having avoided the legal and societal integration of those migrants already present in its territory. In seeking to explain the different trajectories followed by immigration politics in Japan and Switzerland, despite their similar internal and external economic constellations, this article highlights the role of domestic institutions and norms in filtering economic pressure for immigration. Whereas these internal determinants explain to a large degree why Switzerland has become a country of immigration while Japan has not, the central factor explaining the recent expansion of foreign residents’ rights in Switzerland lies not so much in internal determinants but in the country‘s progressing approximation to the European Union and its single market. Notwithstanding these differences, the article concludes that Japan‘s greater resistance to change might now have reached a critical juncture, where demographic pressure and economic demand will make an opening up to increased labor migration unavoidable.     

Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes During Adolescence

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents’ sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents’ sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.