An Empirical Test of the Relative Education Model in Sweden

Numerous studies show that education has a positive effect on political participation at the individual level. However, the increase in aggregate levels of education in most Western countries over the last decades has not resulted in a corresponding increase in aggregate levels of political participation. Nie et al. (Education and democratic citizenship in America, 1996) propose the relative education model as a possible solution to this paradox. According to this model, it is not the skills promoted by education that have positive effects on political participation. Rather, education influences individuals’ social status, which in turn influences political participation. The relative education model expects that the individual-level effect of an additional year of education will decrease as the mean level of education in the environment increases. This article evaluates this theory using Swedish election surveys (1985–2006) and it thus provides the first in depth evaluation of the relative education model outside the US. On voting and political participation related to political parties, support is found for the relative education model.     

An Organization of the Theoretical Perspectives in the Field of Civic and Political Participation: Contributions to Citizenship Education

This article provides a review of the theoretical perspectives on civic and political participation. Four distinct views were identified in the literature: (a) The orthodox view: “Civic and political participation are always positive”; (b) The broad view: “Civic and political participation are multidimensional”; (c) The qualitative view: “Civic and political participation are not always good”; and (d) The nonconformist view: “The need to redeem the political dimension of participation.” This article intends to sophisticate simplistic assumptions about civic and political participation and to provide an original organization of the theoretical perspectives in this field. Based on this analysis, this article presents suggestions for an alternative approach to citizenship education.     

Democracy and local political participation in Sumedang,Indonesia

Indonesia is a country that implements a democratic political system. As such, the involvement of society in the political process becomes very important. The purpose of this article is to research the democracy and local political participation in Sumedang. The study uses qualitative methods with primary data obtained from field observations and direct interviews of several informants. Additionally, the researchers use secondary data as a complement to the analysis. The results of this study indicate that the community at the local level truly understands the importance of political participation. However, due to disappointment in government performance, a part of the community has become discouraged from participating in the political process conducted by local governments. Several factors hinder efforts to encourage political participation. These include limited access to political aspirations that are still rare and the process of political education that is still low.     

Estimating the Impact of Education on Political Participation: Evidence from Monozygotic Twins in the United States,Denmark and Sweden

In this study we provide new evidence on the much-discussed effect of education on political participation by utilizing the quasi-experiment of twinning. By looking at the relationship between education and participation within monozygotic (MZ) twin pairs we are able to circumvent traditional sources of confounding of the relationship rooted in genes and early life family environment because MZ twins share both. The results of within-twin pair analyses based on surveys from the United States, Denmark and Sweden show that while the relationship between education and political participation is highly confounded by genes and/or familial environment in all three countries, a positive impact remains of years of education in the US and of high school completion in Denmark. No effect is found in Sweden. Robustness checks suggest that the observed effect is not confounded by within-twin pair differences in prenatal environment nor differential treatment during childhood, and, if anything, that it most likely constitutes a lower bound estimate.     

Lessons From Las Vegas: Housing Markets,Neighborhoods, and Distressed Single-Family Property Investors

The collapse of the housing bubble and the ensuing wave of foreclosures have led to a dramatic increase in investor activity in distressed single-family markets, particularly in high-foreclosure areas such as Las Vegas, Nevada. Using a case study of investors in the Las Vegas market as the starting point, supplemented by research in the Detroit, Michigan, area and elsewhere, this article analyzes the strategies being followed by investors and the relationship between investor behavior and market conditions, presenting a market-based typology of single-family property investors and assessing the effects of investors on markets and neighborhood conditions.     

Japanese Network Capital: The Impact of Social Networks on Japanese Political Participation

Recent scholarship shows that social capital has a large influence on political behavior. Social capital’s definition includes trust, norms of reciprocity, and social networks. Most studies, however, ignore the networking component. Here, we test the influence of social networks on political participation using new Japanese survey data. We separately test the effects of involvement in formally organized voluntary associations and informal social networks. We also examine whether hierarchical networks have a different impact on participation than equal relationships. To determine if networks with bridging or bonding social capital affect participation differently, we also measure the openness to outsiders of these networks. Negative binomial regression models indicate a strong positive relationship between formal and informal social networking—including network hierarchy and some forms of openness—and political participation.     

The MISSING LINK: Exploring the Relationship Between Higher Education and Political Engagement

Empirical political behavior research has consistently observed a robust and positive relationship between education and political engagement, but has failed to adequately explain why education is so important. Using data from the Baccalaureate and Beyond (B&B) Longitudinal Study, I test three competing hypotheses explaining the enduring link between higher education and political behavior. I find that a verbal SAT scores and a social science curriculum are related to future political engagement, suggesting that the content of higher education, especially a curriculum that develops language and civic skills, is influential in shaping participation in American democracy. Analysis for this article relied on restricted-use data from the National Center for Education Statistics. Application procedures for obtaining an NCES restricted data license to access theBaccalaureate and Beyond Longitudinal Study are available at http://nces.ed.gov/surveys/b&b/. Replication code and supplemental variables (including school quality) are available onthe authors website.     

Sex, Resources, and Political Participation: Direct and Indirect Effects*

This article discusses the impact of sex and resources on political participation. The independent variables in the causal model are sex, education, organizational membership, and political involvement. Two measures of participation are used: frequency of voting and campaign participation. The results show that organization membership is the most important resource of participation. Organization is the only resource to have both indirect and direct effects. For sex and education, the effects are mediated through political involvement. The model is very weak in explaining variation in voting, but is clearly stronger in explaining variation in campaign participation.     

It Takes a Village: Peer Effects and Externalities in Technology Adoption

Do social networks matter for the adoption of new forms of political participation? We develop a formal model showing that the quality of communication that takes place in social networks is central to understanding whether a community will adopt forms of political participation where benefits are uncertain and where there are positive externalities associated with participation. Early adopters may exaggerate benefits, leading others to discount information about the technology's value. Thus, peer effects are likely to emerge only when informal institutions support truthful communication. We collect social network data for 16 Ugandan villages where an innovative mobile-based reporting platform was introduced. Consistent with our model, we find variation across villages in the extent of peer effects on technology adoption, as well as evidence supporting additional observable implications. Impediments to social diffusion may help explain the varied uptake of new and increasingly common political communication technologies around the world.     

Community Service by High School Students: A Cure for Civic Ills?

In response to what some see as a crisis in civic attitudes and participation, there has been a reinvigorated effort to involve high school students in school-based community activities and in less formal, volunteer community service. Yet little is known about the extent of participation or its effects. Using a nationally representative sample of 9th–12th graders from 1996, we document a high participation rate but also note that many students perform service only once or twice a year and in limited capacities. Participation rates are related to certain student, family, and school characteristics; school policies are also significant, though arranging but not requiring participation may be the key. Participation appears to stimulate greater political knowledge, more political discussions with parents, enhanced participation skills, and higher political efficacy, but not more tolerance of diversity.     

Inside national service: AmeriCorps' impact on participants

This study examines the short‐ and long‐term impact of AmeriCorps participation on members' civic engagement, education, employment, and life skills. The analysis compares changes in the attitudes and behaviors of participants over time to those of individuals not enrolled in AmeriCorps, controlling for interest in national and community service, member and family demographics, and prior civic engagement. Results indicate that participation in AmeriCorps led to positive impacts on members, especially in the area of civic engagement, members' connection to community, knowledge about problems facing their community, and participation in community‐based activities. AmeriCorps had some positive impacts on its members' employment‐related outcomes. Few statistically significant impacts were found for measures of participants' attitude toward education or educational attainment, or for selected life skills measures. Within a subset of community service programs that incorporate a residential component for members, the study also uncovered a short‐term negative impact of participation on members' appreciation for ethnic and cultural diversity, which disappeared over time. The implications of these findings for future research on national service are discussed. © 2009 by the Association for Public Policy Analysis and Management.     

Exporting ‘active citizenship’: foreign support for citizenship education in the Arab world

What explains the rise in support for active citizenship programs in the Arab region? How has active citizenship been envisioned and taught with support by foreign states? How do participants understand the usefulness and impact of such programs? In this paper, we examine the contexts in which citizenship programs that embody the political aspirations of foreign states, are implemented. Embedded in local political realities, participants in these programs routinely question the ef?cacy and applicability of training modules focused on active citizenship and civic engagement. We argue that the proliferation of active citizenship programs for civil society organizations in practice serves to both bolster state legitimacy and discourage community leaders and activists from expressing political dissent. By submerging con?icting values, practices, and perspectives while encouraging civic participation based on conformity rather than dissent, active citizenship programs risk fostering a depoliticized civil society that is detached from the local political context.     

Voice in the Classroom: How an Open Classroom Climate Fosters Political Engagement Among Adolescents

Does civics instruction have an impact on the political engagement of adolescents? If so, how? Analysis of data from CIVED, a major study of civic education conducted in 1999, finds that an open classroom climate has a positive impact on adolescents’ civic knowledge and appreciation of political conflict, even upon controlling for numerous individual, classroom, school, and district characteristics. Furthermore, an open classroom environment fosters young people’s intention to be an informed voter. Results further show that exposure to an open classroom climate at school can partially compensate for the disadvantages of young people with low socioeconomic status.     

Does Type of Education Affect Political Participation? Results from a Panel Survey of Swedish Adolescents

In several countries it is apparent that individuals with academic gymnasium (upper‐secondary) education show significantly higher levels of political participation than individuals with vocational education. However, previous research on this issue draws exclusively on one‐shot cross‐sectional data. This article utilizes a Swedish panel survey to gauge whether there is a direct causal link between type of education and political participation. Results demonstrate that differences in political participation are already present when students enter different types of education. The analyses show no significant effects of education; instead results support the education‐as‐a‐proxy view: pre‐adult factors predict political participation as well as educational choice.     

Does political knowledge increase turnout? Evidence from the 1997 British general election

A number of recent formal models predict a positive effect of political knowledge on turnout. Both information acquisition and turnout, however, are likely to be determined by a similar set of variables, rendering hard the identification of a causal link in empirical investigations. Available empirical regularities should therefore be interpreted as mere correlations. I address this problem by using an intrumental variables approach, where the instruments are represented by various proxies of information supply on mass media. Using survey data from the 1997 British General Election Study, I show that political knowledge has a sizeable influence on the probability of voting and that mass media play an important role in influencing political participation.     

Terrorist events,emotional reactions,and political participation: the 2015 Paris attacks

The impact of terrorist events on attitude formation and change among mass publics has been well established in political research. Still, no individual-level study has examined the impact of terrorist attacks on political participation. This article aims to fill that gap. Drawing on theories of affect, it is predicted that fear stemming from a terrorist attack will increase motivation to seek out political information, yet will have a negative effect on actual participation. On the contrary, anger will hinder information seeking but will boost the intention to participate in political rallies. These hypotheses are tested using data from a two-wave panel study that collected one wave before and a second wave after the January 2015 Paris attacks, and from one cross-sectional study carried out soon after the November 2015 attacks.     

Did the Egalitarian Reforms of the Swedish Educational System Equalise Levels of Democratic Citizenship?

In the mid‐1990s an extensive reform of the Swedish educational system was initiated in order to create a ‘school for everyone’ intended to function like a ‘social equaliser’. The new unified gymnasium initiated longer educational programmes with an extended curriculum of social science courses. This article examines whether the well documented gap in levels of democratic citizenship indicators between students in theoretical and vocational gymnasium study programmes persisted after this massive reform. Given the vast amount of empirical research that has shown that education promotes democratic citizenship, the reform could be expected to result in a decreased civic gap. However, contrary to the conventional wisdom in research on the impact of education, little evidence is found linking the initiation of longer educational programmes with more social science courses to an increase in the levels of the examined dimensions of democratic citizenship. The egalitarian reform of the Swedish gymnasium, which provided more civic education, did not produce hypothesised positive effects on any of the dimensions under study (i.e., political participation, political knowledge and political attentiveness). Rather, results support the pre‐adult socialisation models since the gap between citizens from theoretical and vocational gymnasium study programmes remained after the unification of the educational system.     

Testing the Relationship Between Education and Political Participation Using the 1970 British Cohort Study

According to conventional wisdom in political behavior research, education has a direct causal effect on political participation. However, a number of recent studies have questioned this established view by arguing that education is not a direct cause of political participation but only a proxy for other factors that are not directly related to the educational experience. This paper engages in a current debate regarding the application of matching techniques to assess whether there is a direct causal effect of education on political participation. It uses data from a British cohort study that follows everyone born during 1 week in the UK in 1970. The data includes a rich set of variables measuring factors through childhood and adolescence such as cognitive ability and family socioeconomic status. This data provides the opportunity to match on a number of important variables that are not included in the US datasets used by previous studies in the field. Results show that after matching there are no significant effects of education on political participation.     

The Effects of Campaign Participation on Political Attitudes

Participatory democratic theorists have long claimed that political participation improves citizens and helps to integrate them into the political community. In recent years political participation has been advocated as a way of reducing alienation, particularly among the young. This experimental study assesses the effects of campaign participation on the attitudes and opinions of a group of young people, particularly attitudes of alienation. Employing Q methodology, this study examines the attitudinal impact of campaign participation on 57 subjects through the use of precampaign and postcampaign Q sorts. By comparing the results with a control group it was determined that campaign participation does result in greater attitudinal shift for participants than for nonparticipants; however, the changes that occurred resulted in shifts away from alienation (as democratic theorists predict) and shifts in the direction of greater alienation (contrary to predictions).     

Die Politik wirtschaftlichen Wachstums in autoritären Staaten

The article analyses the widely debated impact of democracy on economic growth. It is argued that an increase of political participation causes a shift in the support-seeking strategies of opportunistic governments. Pure autocrats rationally ensure political support by providing rents to a small group of supporters. With growing political participation, however, public goods become a more efficient political instrument. While rents are assumed to be economically neutral, public goods have an positive impact on economic performance. Hence, growing participation in autocracies is related to higher growth rates of per capita income. This hypotheses is supported by the data.