judith torney-purta and carolyn barber
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European Young People’s Civic Engagement in Cross-National Perspective: Developmental Roots and Futures. Judith Torney-Purta and Carolyn Barber Human Development (HDQM) University of Maryland, College Park. - PowerPoint PPT PresentationTRANSCRIPT
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European Young People’s Civic Engagement in Cross-National
Perspective: Developmental Roots
and Futures Judith Torney-Purta and Carolyn Barber Human Development (HDQM) University of Maryland, College
ParkKeynote address presented at the Surrey PIDOP
Conference on “Political and Civic Participation”, April 16th-17th, 2012, University of Surrey, Guildford, UK
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A View from Developmental Psychology
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Introducing Civic and Political Participation Studies
• “Political socialization” research began as interdisciplinary study of young people’s political attitudes
• Studies of “civic education” added knowledge and cognition
• “Civic or political engagement” now includes the cognitive, attitudinal and behavioral
• Can examine in ecologically focused models– Macro-, exo-, micro system -
Bronfenbrenner– Developmental niche – Super/Harkness– Can be informed by empirical data
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Globalization and Its Influences
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Accelerating Interest in Civic Engagement in the Early 1990s
• Global discourses in human rights and migration
• Need for rigorous international comparisons of adolescents/young adults on civic topics – IEA General Assembly requested a proposal
for a civic education study 1993– IEA Civic Education Study in two phases
1994-2001– IEA International Civic & Citizenship Study
2005-2010– PIDOP 2009-present
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Details of IEA Civic Education Study • Mid-1990s CIVED Phase 1
– An international consensus process achieved agreement on concepts for a test and survey.
• 1999 CIVED Phase 2– Nationally representative samples of 14-year-
olds were tested in 28 countries (primarily in Europe)
– 94,000 students; nearly 2500 schools.– 90 minute test/survey included “were you born
in this country?” also home literacy, classroom climate, attitude scales
• 2001 to the Present: Secondary Analysis – For example, HLM analysis of human rights
knowledge and attitudes
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Countries Testing at Age 14 in CIVED Study
• Australia, England, United States
• Belgium (French), Cyprus, Germany, Greece, Italy, Portugal, Switzerland
• Hong Kong (SAR)• Denmark, Finland,
Norway, Sweden
• Estonia, Latvia, Lithuania
• Bulgaria, Czech Republic, Hungary, Poland, Romania, Russian Federation, Slovak Republic, Slovenia
• Chile, Colombia
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AdolescentEmergent
Participatory Citizenship
Historically Rooted Beliefs and Social Identities In Relation to Nation/Culture
Young ChildRights to
Protection and to
DevelopIdentities
Daily Life Routines with Families and Peers; Formal and Informal Schooling
Late Adolescent and Young
AdultFormal
Citizenship Potential
Each individual adolescent enacts “emergent participatory citizenship” on a daily basis within a uniquedevelop-mental niche
Adults’ Beliefs/ Expectations about the Young Person
A Model Focused on Processes within Developmental
Niches
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Developmental Concepts in Civic/Political Studies
• Individual differences and processes– Personal integration of attitudes or identity– Status as a migrant– Gender and developmental progressions
• Possible prerequisites for participation• Distal and proximal contexts
influencing development– By country: Cultural/historical contexts
reflected in everyday life settings– By socialization experience: teachers,
classmates
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Framing Questions:How can developmental psychology models and CIVED findings inform
PIDOP’s work?1. What variability exists between and within European countries? 2. How are political attitudes organized within individuals, and do clusters of adolescents with similar attitudes exist?3. What roles do gender and immigrant status play? 4. What roles do proximal groups play? 5. Is civic knowledge a developmental prerequisite for orientation to civic action?
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Addressing Framing Question 1: The Extent of Variability Between
and Within Countries
Using Data from 13 CIVED Countries [Chosen to include the PIDOP
Participants]From papers with Jo-Ann Amadeo
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MeanSupport Norms of
Conventional Citizenship
Support Norms of Social-Movement
Citizenship
Internal Political Efficacy
10.5-.8 Portugal US
10.1-.4 Italy Portugal US Italy Norway US Latvia
10.0 Latvia
9.6-.9.9 Germany Germany Sweden CzechR
Italy Germany BelgiumF
Austr Estonia Portugal
9.2-.5 Austrl BelgiumF EstoniaCzech Engl Norw
Sweden
Austrl England Estonia Latvia
Norway CzechR England
Finland Sweden8.8-.9.1 Finland BelgiumF Finland
Countries’ Means on Three Participation/Attitude
MeasuresInternational Means = 10.0, SDs = 2.0
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MeanTrust in
Government Institutions
Support for Women’s Rights
Support for Rights of Ethnic
Groups
10.5-.8 Norway Austrl England Finland
Germany Norway US
U.S. England Portugal
10.1-.4 Austrl Finland Sweden US
BelgiumF PortugalSweden
Finland BelgiumF Norway Sweden
10.0 England GermanyItaly
Italy Austrl
9.6-.9 BelgiumF CzechREstonia Portugal
CzechR CzechR EstoniaItaly
9.2-.5 Latvia Estonia Germany Latvia
8.8-.9.1 Latvia
Countries’ Means on Three Other Attitude Measures
International Means = 10.0, SDs = 2.0
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Summary/Transition• No PIDOP country’s adolescents hold a
high rank on all of these attitudinal scales
• PIDOP countries generally low on efficacy and support for participation– Macrosystem and exosystem factors– Characteristics of the developmental
niche
• Next we move from country averages to look at person-centered analysis (or clusters) of individuals
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Addressing Framing Question 2:Person Centered Analysis of
Attitudinal Patterns Using Data from 10 CIVED Countries
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Person-Centered Analysis of CIVED Data
• Need to describe these groups of young people in a compelling way to increase public understanding
• Analysis to accomplish this – Cluster analyses using 12 attitudinal variables from
IEA CIVED survey data– 2 step Cluster Analysis with 12 attitudes scales– Described cluster with “mottos” – 30,000 14-year-olds from 10 countries
• Western European: Australia, England, Finland, Sweden, U.S.
• Eastern European: Bulgaria, Czech Republic, Estonia, Hungary, Latvia
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Research Questions
• RQ1: Are there groups of adolescents with distinctive patterns of attitudes?
• RQ2: How do distributions of cluster membership differ by country?
• RQ3: How do individual characteristics, beliefs and school context relate to cluster membership?
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Next Figure: Cluster Patterns for 5 Countries Sharing
the Western Europe Tradition Based on the following scales (Mean 10, SD 2):
Support for Ethic/Minority RightsSupport for Immigrant RightsSupport for Women’s Rights
CynicismInternal Political Efficacy
Protectionist Attitudes (Nationalism)Positive Attitudes to Nation (Patriotism)
Trust in Government InstitutionsTrust in the Media
Society-Related Government ResponsibilitiesNorms of Conventional Citizen Participation
Norms of Social Movement Participation
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Conv. Cit
Soc Mvm't Cit
Social Gov't
Trust in Political
Pos. toward Nation
Protective of Nation
Pos. Attit/Immig
Pos. Attit/Minorities
Support/Women6 7 8 9 10 11 12 13
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Next Figure: Cluster Patterns for 5 Eastern European Countries
Based on the following scales (Mean 10, SD 2): Support for Ethic/Minority Rights
Support for Immigrant RightsSupport for Women’s Rights
CynicismInternal Political Efficacy
Protectionist Attitudes (Nationalism)Positive Attitudes to Nation (Patriotism)
Trust in Government InstitutionsTrust in the Media
Society-Related Government ResponsibilitiesNorms of Conventional Citizen Participation
Norms of Social Movement Participation
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Conv. Cit
Soc Mvm't Cit
Social Gov't
Trust in Political
Pos. toward Nation
Protective of Nation
Pos. Attit/Immig
Pos. Attit/Minorities
Support/Women6 7 8 9 10 11 12 13
Social Justice Conventional Indifferent Disaffected
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Parallel Cluster Group 1• Social Justice Cluster
– Support for minority and immigrant rights– Low support for norms of conventional or
protest action– Motto: “I believe in rights for all but
do not feel obligated to do much about it.”
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Parallel Cluster Group 2 • Conventionally Political Cluster
– High trust in government institutions; – High political self efficacy; – Believe in norms of conventional and social
oriented citizen action;– Protectionist and patriotic in Eastern
Europe– Also support social justice in Western
Europe – Motto: “I believe in my country and
will support the status quo with expected political and civic activities.”
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Parallel Cluster Groups 3 and 4
• Indifferent Cluster– All attitudes very close to the mean– Will do the minimum expected
• Disaffected Cluster– More negative than Indifferent but not
extreme• Motto for both clusters:
– “I have better ways to spend my time than thinking about politics, but I won’t do anything rash.”
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Conv. Cit
Soc Mvm't Cit
Social Gov't
Trust in Political
Pos. toward Nation
Protective of Nation
Pos. Attit/Immig
Pos. Attit/Minorities
Support/Women6 7 8 9 10 11 12 13
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Conv. Cit
Soc Mvm't Cit
Social Gov't
Trust in Political
Pos. toward Nation
Protective of Nation
Pos. Attit/Immig
Pos. Attit/Minorities
Support/Women6 7 8 9 10 11 12 13
Social Justice Conventional Indifferent Disaffected
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Parallel Cluster Group 5
• Alienated Cluster (Anti-Social Justice)– Uniformly negative attitudes about
rights for minorities and immigrants– Trust 1 ½ SDs below the international
mean– Motto: I’m angry about the
immigrants and minority groups in my country, and I don’t trust the government. I have the right to do what I want.”
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Distributions of Cluster Groups in Western Europe
Australia England Finland Sweden United States
05
1015202530354045
Social Justice Conventional Indifferent Disaffected
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Distribution of Cluster Groups in Eastern Europe
Bulgaria Czech Rep. Estonia Hungary Latvia05
1015202530354045
Social Justice Conventional Indifferent Disaffected
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A Focus on the Alienated Cluster
• About 7% across countries are Alienated and hold negative inter-group attitudes
• 25% of these Alienated youth think it is “not important to obey the law”– 1% for Conventional; 6% for
Disaffected• Potentially for illegal protest (block
traffic): – Alienated cluster members expect to
protest– Social Justice cluster members do
not expect to protest
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Individual and Proximal Characteristics of Alienated
Students• Alienated Cluster members likely to:
– Be male– Lack a sense of collective efficacy
in the school community– Lack the experience of a respectful
climate for discussion in their classrooms
– Spend evenings “hanging out” with peers
– No differences by SES in Western Europe
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Summary/Transition
• Many young people believe “citizens should behave democratically” but are unwilling to engage in action – Perhaps they are “standby citizens”
• The deeply alienated group is of concern– Intergroup attitudes are part of
emergent citizenship and shaped in developmental niches
• Next we move to consider gender and proximal school factors in relation to attitudes across nations
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Addressing Framing Questions 3 and 4:Gender Differences in Support
for Women’s Rights and Political Efficacy
Using CIVED Data from 28 countries
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Long History of Research on Gender Differences
• Older research on adults’ political participation and socialization shows males more politically efficacious and involved
• Recent research shows males still have higher efficacy, but as types of participation have expanded, females participate more
• Basic analysis of the IEA CIVED study (1999)– Few differences in political knowledge or trust– Females more positive about immigrant and ethnic
rights – Females more likely to expect to undertake every
type of political activity except candidacy and political party action
– Females support women’s rights but are less efficacious
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Research Questions and Mode of Analysis
• RQ1: Which gender has more positive attitudes or actions on average?
• RQ2: What context factors relate to larger or smaller gender gaps ?– Especially proximal school-related
experiences
• Uses HLM to model averages and gaps between male and females– With predictors at the individual, school
and country levels
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Support for Women's RightsAverage Predictors and Selected
Interactions • Student Level – Individual WR Support
– Positively related to Civic Knowledge & Home Literacy background
– Females have higher WR Support• School Level –Average WR Support
– Positively related to average Open Class Discussion Climate • Smaller gender gap in schools with high
openness[due to higher support from male students]
– Negatively related to average perception of gender discrimination in employment
• Country Level – Average WR Support – Positively related to gender development GDI
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Internal Political EfficacyAverage Predictors and Selected Interactions
• Student Level – Individual Efficacy– Positively related to Civic Knowledge & Home
Literacy– Males have higher Efficacy
• School Level - Average Efficacy– Positively related to average Open Class Discussion
climate – Positively related to average perception of
Discrimination Against Women in Employment• Larger gender gap in schools perceiving more
discrimination [due to higher efficacy of males]• Country Level – Average Efficacy
– Negatively related to Gender Development Index
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School Effects on Gender Gaps
• Open classroom discussion climate is associated with smaller gender gap for Women’s Rights Support– Driven mainly by higher support among
males• Higher average perception of gender
discrimination is associated with larger gender gap in Internal Political Efficacy – Driven mainly by higher efficacy among
males
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Summary/Transition • Shows proximal school context is
important– Views of discrimination in opportunities– Respectful classroom climate to share
ideas• Shows context outside school is
important – Position of women and opportunities
• Suggests considering other factors in developmental niche
• Next we move to consider immigrant status and proximal school and out-of-school factors in relation to attitudes
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Addressing Framing Questions 3 and 4: The Extent and Meaning of
Differences by Migrant Status
Using Australian, U.S. and Swedish CIVED Data
From a paper co-authored with Carolyn Barber and Britt Wilkenfeld
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The “Patchwork” of Previous Research
• PISA studies of reading achievement• International Comparative Study of
Ethnocultural Youth (Phinney’s work)• Qualitative studies cross-nationally and
in single nations/cities
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Research Questions
• RQ1: Are there gaps in civic knowledge and attitudes between immigrants/non-immigrants in Australia, Sweden, and the U.S.?
• RQ2: To what extent can proximal factors, explain these gaps?– Family, formal and non-formal education
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Immigrants in the Three Countries:
• United States: characteristics and policies– 11% immigrants; largest group Latino– Integrated identity (Phinney)
• Australia: characteristics and policies– 10% immigrants: large groups English-
speaking or Asian– Integrated identity (Phinney)
• Sweden: characteristics and policies – 8% immigrants; large group of
Muslims/refugees– Ethnic-oriented identity (Phinney)
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Results of the Analysis • RQ1: What is the nature of gaps between
students who were or were not “born in the country”: – Found most gaps in U.S.; fewest in Australia
• RQ 2: To explain gaps used HLM entering student-level predictors in blocks to examine what happened to gaps in Civic Knowledge and WR Attitudes:– Immigrant/non-immigrant (base)– Discuss politics with family and gender– Formal and non-formal education: “open climate” of
class and school and activities (school council)– Informal interaction with friends– Speak language of the test at home
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Proximal Factors and Their Influence
• Predictors of Civic Knowledge for All Students – Open Classroom Climate for Discussion– Confidence in the Value of School Participation– Student Council Participation
• Predictors of Women’s Rights for All Students– Being female– Open Classroom Climate for Discussion– Confidence in the Value of School Participation
• Gaps reduced to non-significance after entry of 5 blocks including in- and out-of-school factors:– In Civic Knowledge in Australia and Sweden– In Support for Women’s Rights in Australia and the
U.S.
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Support for Women’s Rights: Immigrant Gaps in Australia
Base Add Back-
ground
Add School Add Friends
Add Interxn Add Lang-1.00000000013148
-0.80000000013148
-0.60000000013148
-0.40000000013148
-0.20000000013148
-1.31479938048074E-10
-0.33
-0.25
-0.15 -0.16 -0.16
0.01
Note: Dark bars indicate significant differences
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Support for Women’s Rights: Immigrant Gaps in the United States
Base Add Back-
ground
Add School Add Friends
Add Interxn Add Lang-1.00000000013148
-0.80000000013148
-0.60000000013148
-0.40000000013148
-0.20000000013148
-1.31479938048074E-10
-0.49
-0.35
-0.26-0.31
-0.08
0.04
Note: Dark bars indicate significant differences
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Support for Women’s Rights: Immigrant Gaps in Sweden
Base Add Back-
ground
Add School Add Friends
Add Interxn Add Lang-1.00000000013148
-0.80000000013148
-0.60000000013148
-0.40000000013148
-0.20000000013148
-1.31479938048074E-10
-0.63
-0.78-0.84 -0.87 -0.87
-0.70000000013148
Note: Dark bars indicate significant differences
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Summary/Transition
• Reinforces the importance of formal and informal education for all students:– Open climate for discussion in the
classroom– School environment where student feels
participation makes a difference• Some attitudes embedded in the
developmental niches of migrant students
• Next we move to consider whether young people need civic skills as prerequisite to civic/political action.
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Addressing Framing Question 5:Civic Knowledge and Skills as
Possible “Developmental Prerequisites” for Civic/Political
Action or Engagement
Analysis of 6 PIDOP countries (BelgiumFr, Czech Republic, England, Italy, Portugal, Sweden) using CIVED
data conducted with Ting Zhang
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Exploratory Research Questions
• Using advanced modeling, can we estimate the extent to which civic knowledge or skills are prerequisite for an intension to adult civic engagement?
• What profiles of student orientations exist and with what frequency?
• Are there differences by gender and migrant status in the frequencies of these profiles?
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The Analysis
• Used civic knowledge items and skills in interpreting political communication from a previous analysis of CIVED (38 items).
• Added 12 items including support for norms of adult participation and intent to participate as an adult (e.g. vote, get information before voting, act in community)
• Used Cognitive Diagnostic Modeling which generates profiles – Of Knowledge, Skills, and Participatory
Intent
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Profiles Knowledge
Skill Action %
0 0 0 25.77
1 0 0 1.48
1 1 0 7.67
0 1 0 1.40
0 0 1 18.72
0 1 1 3.12
1 0 1 2.45
1 1 1 39.38
Six Countries’ CDM Results
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Patterns of Civic Knowledge, Skills and Expected/Value Placed on
Citizen Action
England
Portugal
Sweden
CzechRep
Germany
Italy
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Neither knowledge, skills nor action orientation 000Knowledge and/or skills without action orientation 100 010 110Action orientation without knowledge or skills 001Action orientation with either or both knowledge and skills 011 101 111
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Results of Exploration of Profiles in Four PIDOP Countries• Most students fell into profiles
possessing all three (Knowledge/Skills/Action) or none of the three
• Nearly 20% had Action without the “cognitive prerequisites” of Knowledge and/or Skills
• Small proportions in other profiles• More than one route to action and
engagement
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Differences in Profile Patterns by Gender, SES, and Migrant
Status in England and Sweden • Few differences by gender
• In both countries – Higher SES (home literacy), Not
Being a Migrant associated with the “Action. Knowledge and Skills Profile”
– Lower SES (home literacy) and Being a Migrant associated with the “Action without Knowledge or Skills Profile”
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Profile Patterns Associated with “Being Born in England”
No
Yes
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Neither knowledge, skills nor action orientation 000Knowledge and/or skills without action orientation 100 010 110Action orientation without knowledge or skills 001Action orientation with either or both knowledge and skills 011 101 111
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Profile Patterns Associated with “Being Born in Sweden”
No
Yes
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Neither knowledge, skills nor action orientation 000Knowledge and/or skills without action orientation 100 010 110Action orientation without knowledge or skills 001Action orientation with either or both knowledge and skills 011 101 111
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Summary
• Knowledge/skills are valuable but not necessary to acquire orientations toward participation
• Interventions should not be limited to enhancing knowledge
• Further research needed on progressions, prerequisites and proximal factors in this area
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Overall Summary Returning to the Framing Questions:
• Countries differ in attitudes• Adolescents possess organized
patterns of attitudes– Indifferent and Disengaged groups
large– A small but worrisome group is
Alienated• Some gender- and migrant-related
gaps can be reduced – Proximal influences such as Open
Classroom and School Climates of Efficacy especially important
• The Developmental Niche model of value
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AdolescentEmergent
Participatory Citizenship
Historically Rooted Beliefs and Social Identities In Relation to Nation/Culture
Young ChildRights to
Protection and to
DevelopIdentities
Daily Life Routines with Families and Peers; Formal and Informal Schooling
Late Adolescent and Young
AdultFormal
Citizenship Potential
Each individual adolescent enacts “emergent participatory citizenship” on a daily basis within a uniquedevelop-mental niche
Adults’ Beliefs/ Expectations about the Young Person
A Model Focused on Processes within Developmental
Niches
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Future Directions
• Make research findings compelling for the public and for policy audiences
• Address an appropriately broad view of emergent citizenship in adolescence
• Support research on common research questions with different methodologies – Mixed methods research, especially on
challenges to efficacy outside the school – Developmental research. including
longitudinal– Evaluation research cross-nationally
focusing on the climate of schools and classrooms
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Thanks To IEA colleagues for presentation help (Further details: Judith Torney-Purta, [email protected])