Education and Democratic Citizenship in AmericaUniversity of Chicago Press, 15 lis 1996 - 268 Norman H. Nie, Jane Junn, and Kenneth Stehlik-Barry explore in this volume the causal relationships between education and democratic citizenship. They argue that citizenship encompasses both political engagement in pursuit of political interests as well as commitment to democratic values that temper what citizens are willing to do to win in politics. Education affects these two dimensions in distinct ways, influencing democratic enlightenment through cognitive proficiency and sophistication, and political engagement through position in social networks. For characteristics of enlightenment, formal education simply adds to the degree to which citizens support and are knowledgeable about democratic principles. But for political engagement, education orders the distribution of social position and connections, creating an inherently uneven political playing field. The authors develop and test this model with data from the 1990 Citizen Participation Study, along with pooled cross-sectional survey data from the National Election Study and the General Social Survey over the last quarter-century. Despite a dramatic increase in educational attainment over this time period, political engagement has not risen at a commensurate level. Instead, as society becomes more educated, it takes more and more education to reach a position in the social hierarchy that facilitates political engagement. Alternatively, the same increases in education in the American mass public have produced a more tolerant and informed citizenry. |
Spis treści
Education and Democratic Citizenship in America | 1 |
Enlightened Political Engagement Characteristics of Democratic Citizenship and Their Relationship to Education | 11 |
What Links Education to Enlightened Political Engagement? Cognitive and Positional Pathways | 37 |
Integrating and Testing the Model | 57 |
Confirming the Enlightenment and Political Engagement Dimensions | 79 |
Reconceptualizing Educational Effects | 95 |
Education and Democratic Citizenship from the 1970s to the 1990s Defining and Operationalizing the Measures | 109 |
Testing Educational Effects Over Time | 129 |
1990 Citizen Participation Study Questions | 195 |
Weighting Procedures for the 1990 Citizen Participation Study Data | 213 |
Basic Model by Race and Gender | 215 |
Creating the Political Engagement and Enlightenment Scales | 219 |
Nonrecursive Specifications | 223 |
Educational Environment and Relative Education Measures | 225 |
Documentation of the Over Time Data | 233 |
Documentation of Unreported Coefficients | 237 |
Absolute and Relative Education in Synchronic Studies Application to CrossSectional Surveys | 165 |
Education and Democratic Citizenship in Other Nations An Exploratory Comparative Analysis | 175 |
The Future of Education and Democratic Citizenship Some Implications of Our Findings | 185 |
Bibliography | 247 |
Index | 261 |
Kluczowe wyrazy i wyrażenia
1990 Citizen Participation absolute education model addition American argue birth cohort causal characteristics of democratic Citizen Participation Study coefficients from maximum correlated COUNT PERCENTAGE cratic cumulative model current political facts degree democracy democratic citizenship democratic enlightenment dependent variables difficult political activities dimensions educa educational environment effect of education engagement and tolerance enlightened political engagement enlightenment and political Family Income Figure formal educational attainment impact of education important individual intervening variables knowledge of leaders knowledge of political levels of education maximum likelihood estimation measures of political ment National Election National Election Study occupational prominence organizational membership overall participation in difficult pathway political attentiveness political knowledge political leaders political tolerance population predicted principal components analysis principles of democracy proficiency and social questions relationship between education relative education respondents Rosenstone sample Schlozman social network centrality sorting model Standardized coefficients tion tive tolerant responses verbal cognitive proficiency Verbal Proficiency voluntary associations voting