Transcript Research on Youth Civic Engagement

Research on Youth Civic Engagement
Center for Civic Education Webinar
Diana Owen
Georgetown University
Youth Civic Engagement
• Young people are less interested and engaged in politics than
older citizens.
• While they sporadically exhibit higher levels of engagement,
such as during the 2008 presidential contest, they do not
consistently take part in political and civic life.
• Can civic education effectively work to reverse this trend?
• What types of instructional methods are effective in instilling
participatory orientations in students?
Findings from two surveys:
• Civic Education and Political Engagement Study (CEPES)
• We the People: The Citizen and the Constitution Alumni (WTP)
Civic Education and Political Engagement Study (CEPES)
• National Probability Survey
– Original study designed by the
Georgetown University and
Center for Civic Education
Research Team
– Fielded by Knowledge
Networks (KN)
– Data collected:
May 14-28, 2010
– n=1,228
• Survey Explores
– Support for civic education
– Civic education experience
– Attitudes toward civics
instruction
– Political socialization
– Political knowledge
– Political attitudes and values
– Political participation
– Community involvement
– Campaign activity
– Traditional media use
– New media use
We the People: The Citizen and the Constitution Alumni
• Convenience Sample
– Utilized same questions at the
CEPES designed by the
Georgetown University and
Center for Civic Education
Research Team
– Online questionnaire fielded by
Georgetown University.
– Data collected in 2 waves:
May and June, 2010 n=1,002
May and June 2011 n= 243
• Over 30 million students and
90,000 teachers have
participated in the We the
People program since it’s
inception in 1987
• The first round of data
collected targeted all We the
People alumni
• The second round, same
survey, was administered to a
sample of recent graduates,
half of whom were winners of
state-level competitions and
half of whom were typical
program students
Civic Education Experience of Respondents
• CEPES National Survey
– No Civic Education
– A civics or social studies course
– A civics course and program
24%
64%
12%
• Wide range of over 75 programs, including Boys and Girls State, Street Law, YMCA
Youth and Government, Rotary, Junior Statements, Harvard CIVICS Program
• Not all civic education programs are alike: different goals, curricula, instructional
strategies, etc.
• We the People Alumni Survey
– All respondents have completed the WTP curriculum
– A subset attended national finals
– Note: There were more WTP alumni in the CEPES national probability
sample than participants in any other program
Type of Instruction in Civics Classes
Political Knowledge
• To what extent do individuals’ civic education experiences correlate with
their factual knowledge of government and politics?
• What types of instructional methods are most effective in conveying
factual civic and political knowledge?
Higher levels of political knowledge are associated with higher levels of civic
education
CEPES- National Probability Sample
(percentage of respondents answering the question correctly)
Χ2 sign. p≤.00 for all knowledge items
No Civic Ed
Presidential
Succession
# of U.S.
Senators
U.S. House
Member Term
# Supreme Court
Justices
First
Amendment to
Constitution
Election
Civics/Social
Studies Course
and Program
59%
Total Sample
49%
Civics/Social
Studies Course
Only
39%
33%
47%
64%
52%
24%
40%
50%
42%
21%
37%
51%
41%
17%
23%
35%
27%
32%
44%
54%
46%
46%
Political Knowledge of We the People Alumni
(percentage of respondents answering the question correctly)
2011 WTP
Students
(not National
Finalists)
2011 WTP
National
Finalists
National
Sample
(age 18-19)
WTP Alumni
Sample
National
Sample
Presidential
Succession
90%
94%
35%
85%
46%
# of U.S.
Senators
80%
92%
48%
80%
52%
U.S. House
Member Term
73%
80%
43%
68%
42%
# Supreme
Court Justices
88%
92%
38%
85%
41%
1st Amend. to
Constitution
91%
97%
35%
87%
27%
Election
77%
86%
40%
71%
46%
How much do you feel you know about the following?
Percentage Answering “A great deal”
No Civic Ed
Civics/Social
Studies Course
Only
Civics/Social
Studies Course
and Program
Total Sample
We the People
Core
Constitutional
Principles
2%
24%
31%
24%
87%
Early American
History
3%
20%
25%
20%
75%
<1%
7%
12%
8%
70%
Organization of
Government
2%
19%
28%
21%
86%
Lawmaking
Process
3%
19%
24%
19%
69%
Function of
Institutions
2%
23%
31%
24%
86%
Citizen Rights /
Responsibilities
13%
32%
38%
32%
89%
Voting Process
10%
35%
42%
35%
81%
Electoral College
<1%
20%
28%
21%
67%
3%
24%
31%
17%
52%
Federalism
US Relationship
with Other Nations
Lecture and textbook approaches positively correlate with the acquisition of factual
political knowledge
Political Knowledge by Classroom Instructional Method (CEPES)
(percentage of respondents correctly answering the question
whose civics instruction “always” included the method)
Lecture
Textbook
Current
Events
Class
Activities
Community
Activities
Presidential
Succession
53%
47%
39%
36%
42%
# of U.S.
Senators
64%
54%
57%
38%
29%
U.S. House
Member Term
53%
52%
41%
33%
38%
# Supreme
Court Justices
55%
49%
40%
36%
31%
1st Amendment
to Constitution
38%
34%
35%
30%
32%
Election
47%
51%
39%
35%
42%
Political Knowledge
Summary of Findings
• Civic Education has a positive effect on political knowledge.
• Lecture and textbook approaches are positively related to the acquisition
of factual political knowledge.
• Discussion of current events alone does not predict acquisition of factual
political knowledge. Classrooms that rely too heavily on discussions of
current events may not convey factual political knowledge in a manner
that is retained by students. However, integrating discussion of current
events into a curriculum that includes discussion of relevant topics is
positively associated with heightened knowledge levels.
Norms of Political Participation
• Does civic education contribute to the development of norms of political
participation—civic duty, political efficacy, and civic responsibility?
Civic Duty
Percentage who “agree strongly”
No Civic Ed
Civics/Social
Studies Course
Only
Civics/Social
Studies Course
and Program
Total Sample
We the People
Alumni
To Vote
70%
51%
79%
76%
89%
To Serve on a
Jury
49%
51%
55%
53%
68%
To Serve in
the Military
22%
20%
17%
19%
5%
Political Efficacy
Percentage who “agree strongly”
No Civic Ed
Civics/Social
Studies Course
Only
Civics/Social
Studies Course
and Program
Total Sample
We the People
Alumni
My opinion
counts
27%
28%
28%
28%
41%
I can take action
to influence
govt. decisions
15%
19%
22%
20%
46%
I know how to
get involved to
make changes
in my
community
12%
13%
16%
14%
35%
Civic Responsibility
Percentage who “agree strongly”
No Civic Ed
Civics/Social
Studies Course
Only
Civics/Social
Studies Course
and Program
Total Sample
We the People
Alumni
Follow govt.
and politics
15%
30%
35%
30%
64%
Keep informed
about govt.
31%
50%
57%
51%
72%
Take part in
govt. affairs
28%
28%
33%
30%
57%
Volunteer in my
community
19%
19%
18%
19%
46%
Norms of Political Participation
Summary of Findings
• Civic Education has a positive effect on the development of a sense of civic
duty, political efficacy, and civic responsibility.
• Innovative civic educational instructional approaches generally promote
the development of a sense of civic duty, political efficacy, and civic
responsibility.
• Exception to the general trend: There is no relationship between civic
education and the development of a sense of duty to serve in the military.
Voting and Campaign Participation
• Are people with higher levels of civic education more likely to
vote and participate in elections than those who lack civic
training?
• What types of curricular innovations are most effective in
encouraging voting and electoral participation over the life
course?
• How does civic education factor into traditional campaign
participation as well as that involving the use of social media?
Youth Voting Trends in Presidential Elections
Source: CIRCLE Youth Voting Fact Sheet
Youth Voting Trends in Midterm Elections
Source: CIRCLE Youth Voting Fact Sheet
Source: U.S. Census CPS 1974-2010
Some Explanations for Young Voter Turnout
•
Political Socialization
– Partisan identification on the decline, but still a relevant factor in voter
participation
•
Civic Education
– Development of civic skills
– Civic education efforts of the past quarter century are paying off with
increased turnout in some recent presidential elections
•
Mobilization and Invitations to Participate
– Party, candidate, and political consultants
– Youth voter mobilization efforts
•
Media Messages
– Media framing of young voters
Voting and Civic Education Experience
No Civic Ed
Voted in 2008 Election
55%
Voted in Previous
48%
Elections
χ2 p≤.05 for Civic Education Index
Civics/Social
Studies Only
78%
73%
Civics/Social
Studies and
Program
83%
78%
Total
Sample
73%
67%
We the
People
Alumni
88%
78%
Voting (Eligible Voters) by Age
CEPES Study
Voted in 2008 Election
Voted in Previous
Elections
18-29
65%
53%
30-44
77%
79%
45-59
84%
86%
60+
91%
93%
• 48% of 18-29 year olds who had no civic education voted in the 2008
presidential elections, compared to 66% of those who had taken a civics
or social studies course and 77% of those who had participated in a civic
education program like We the People.
How much do you feel you know about the following?
--The voting process
--The electoral college
Percentage answering “a great deal” by civic education
Voting
Process
Electoral
College
No Civic Ed
Civics/Social
Studies
Course Only
Total Sample
We the
People
Alumni
35%
Civics/Social
Studies
Course and
Program
42%
10%
35%
81%
<1%
20%
28%
21%
67%
Participation in Campaign Activities
No Civic Ed
Civics/Social
Studies Course
Only
Civics/Social
Studies Course
and Program
Total Sample
We the People
Alumni
Volunteered for
Candidate or
Party
6%
7%
2%
5%
22%
Voter
Mobilization
0%
3%
2%
2%
12%
Contributed
Money
15%
12%
9%
11%
16%
Button, Bumper
Sticker, Yard
Sign
21%
15%
12%
14%
36%
Attended Rally
3%
9%
5%
6%
17%
Called Talk
Show
0%
3%
1%
2%
3%
<1%
10%
14%
11%
31%
Did Something
on Your Own
Engaged the 2008 Presidential Election via New Media
Percentage answering “frequently”
No Civic Ed
Civics/Social
Studies Course
Only
Civics/Social
Studies Course
and Program
Total Sample
We the People
Alumni
Used social
networking
sites
23%
10%
7%
3%
31%
Watched online
videos
20%
15%
13%
7%
28%
Followed
campaign blogs
12%
6%
7%
2%
13%
Posted
something
online
13%
8%
4%
1%
11%
Visited
candidate
website
21%
21%
19%
15%
22%
Used email to
send info
11%
15%
14%
19%
14%
Used Twitter
8%
3%
<1%
1%
3%
Campaign Participation and
Civic Education Experience
No Civic Ed
Traditional and Social
7%
Media Participation
Traditional Participation
11%
Only
Social Media
12%
Participation Only
No Campaign
70%
Participation
χ2 p≤.05 for Civic Education Index
Civics/Social
Studies Only
Total
Sample
17%
Civics/Social
Studies and
Program
24%
15%
We the
People
Alumni
53%
14%
20%
14%
7%
17%
19%
16%
21%
52%
38%
54%
19%
Voting, Campaign Engagement and
Civics Curricular Activities
Civic Education and Political Engagement Study
Debate
Compete
Mock
Trial
Hearing
Mock
Election
Speech
Current
Events
Letter
Petition
Attend
Meeting
Meet
Leaders
Field
Trip
Comm
Service
Civic
Material
Total
Percent/n
Voted
87%
88
85
68
89
85
88
89
87
90
88
88
91
93%
73%
(905)
Engaged
85%
86
84
90
85
85
86
93
83
84
87
83
88
93%
46%
(524)
Total
21%
5
12
2
12
18
24
9
5
8
5
24
7
1%
.00
.00
n.s.
n.s.
n.s.
n.s.
n.s.
n.s.
.00
.00
.03
.02
.00
.00
.01
.00
n.s.
n.s.
.00
.00
n.s.
.01.
.00
.00
.00
.00
.01
n.s.
2
sign.
voted
engaged
Voting, Campaign Engagement and
Civics Curricular Activities
We the People Alumni Survey
Debate
Compete
Mock
Trial
Hearing
Mock
Election
Speech
Current
Events
Letter
Petition
Attend
Meeting
Meet
Leaders
Field
Trip
Comm
Service
Civic
Material
n
Voted
92%
88
90
86
89
90
90
91
93
90
90
92
88
93%
88%
(463)
Engaged
85%
86
91
89
87
86
85
86
93
89
87
83
88
94%
81%
(539)
Total
88%
83
77
68
67
78
94
76
48
74
81
88
79
41%
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
2
sign.
Voted
Engaged
Voting and Campaign Behavior
Summary of Findings
• Civic education matters for voting and participation in election
campaigns.
• People who feel they are knowledgeable about the electoral
process are more likely to participate.
• Classroom instruction is more important than extracurricular
activities in promoting voting and electoral engagement.
– With the possible exception of participating in politically-relevant
extracurricular activities
• Engagement in campaigns through social media is a new and
evolving phenomenon that warrants consideration for civic
educators.
Civic and Political Engagement
• Does civic education contribute to greater engagement in civic
and political life?
• What types of civic and political activities are most highly
correlated with civic education?
Have you done any of the following activities?
No Civic Ed
Civics/Social
Studies Course
Only
Civics/Social
Studies Course
and Program
Total Sample
We the People
Contact Official
20%
40%
43%
39%
70%
Sign/Circulate
Petition
37%
57%
60%
56%
69%
Boycott / Buycott
6%
17%
22%
17%
26%
Community
Association
3%
20%
15%
16%
42%
Run for Office
3%
1%
1%
1%
5%
Volunteered in
Community
21%
41%
49%
42%
92%
Protest or
Demonstration
5%
16%
17%
15%
36%
Athletic Event for a
Cause
11%
28%
32%
28%
60%
Protect
Environment
23%
41%
49%
42%
69%
Filled Out Census
63%
76%
82%
77%
71%
Civic and Political Engagement
Summary of Findings
• People with no civic education are significantly less inclined to
take part in civic and political activities than people with at
least some civic training.
• People who have civics program experience, such as We the
People, are the most inclined to be engaged.
Summary
• Civic education matters.
• Even a small amount of civic education encourages people to become
more civically and politically engaged citizens.
• To consider:
• How can civic educators respond to the rapidly changing political and civic
environment, especially the use of digital media for engagement?
• What curricular approaches might best prepare students to engage
meaningfully in this environment?
•
Publications
•
Owen, Diana. 2012. “The Influence of Civic Education on Electoral Engagement and Voting.” From Service-Learning to Civic and
Political Engagement. Ed. Alison McCartney, Elizabeth Bennion, and Richard Simpson. (Washington, D.C.: American Political Science
Association) in press.
Owen, Diana, Suzanne Soule, Jennifer Nairne, Rebecca Chalif, Kate House, and Michael Davidson. 2011. “Civic Education and Social
Media Use,” Electronic Media & Politics, 2011,
vol. 1, no: 1-28.
•
•
Papers
•
Owen, Diana, Suzanne Soule, Jennifer Nairne, Rebecca Chalif, Michael Davidson, Katherine House. 2010. "Civic Education and Social
Media Use." Paper prepared for presentation at the Annual Preconference of the American Political Science Association Political
Communication Division, The George Washington University, Washington, D.C., September 1.
•
Owen, Diana, and Suzanne Soule. 2010. "Civic Education and the Development of Participatory Norms." Paper prepared for
presentation at the Annual Meeting of the American Political Science Association, Washington, D.C., September 2-6. (Note: top 10
downloaded paper from the conference)
•
Owen, Diana. “Civic Education and Elections in the United States.” Paper prepared for presentation at the German-American
Conference, “Comparisons of Parliamentary and Coordinated Power Systems,” Bloomington, Indiana, March 4-8, 2011
•
Owen, Diana. 2011. “The Influence of Civic Education on Electoral Engagement and Voting,” paper presented at the American Political
Science Association Teaching and Learning Conference, Albuquerque, NM, February 11-13.
•
Owen, Diana, Suzanne Soule, and Rebecca Chalif. 2011. “Civic Education and Knowledge of Government and Politics,” paper prepared
for presentation at the Annual Meeting of the American Political Science Association, Seattle, Washington, September 1-4.