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"Flanagan, Constance A"
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How Unequal Is the United States? Adolescents' Images of Social Stratification
This study highlights the use of pictorial images to understand adolescents' views on social stratification. A continuum of five visual images of social stratification were presented to a diverse sample of five hundred ninety-eight 8th-12th graders (14-18 years old). Adolescents selected which image best represented the United States (today, in 20 years, how it ought to be). Images ranged from inequitable to egalitarian. Results supported reference group and possible selves theories. Adolescents in higher status families chose a more egalitarian image for how the United States is today and how it ought to be. African Americans considered the United States today more unequal. Differences in adolescents' commitment to an egalitarian ideal depended on their reactions to inequality and their beliefs about government responsiveness, bolstering the measure's validity.
Journal Article
Using Elections as Teachable Moments: A Randomized Evaluation of the Student Voices Civic Education Program
The recommitment of public education to its civic roots has revived discussion on how to engage younger generations of citizens in electoral politics and civic life. This randomized trial of 1,670 high school students in 80 social studies classrooms evaluates the impact of an election‐based civics program on students’ civic knowledge, skills, and dispositions over the course of a semester. Analyses of these data reveal significant effects of the program on students’ self‐reported ability to cast an informed vote, knowledge of the voter registration process, belief that their vote matters, communication with others at school about politics, sense of civic obligation, and media use and analysis.
Journal Article
Teenage citizens : the political theories of the young
Most teenagers are too young to vote and are off the radar of political scientists. Yet civic identities form during adolescence and are rooted in experiences as members of families, schools, and community organizations. Flanagan helps us understand how young people come to envisage civic engagement, and how their political identities take form.
eBook
Ethnic Awareness, Prejudice, and Civic Commitments in Four Ethnic Groups of American Adolescents
The role of prejudice and ethnic awareness in the civic commitments and beliefs about the American social contract of 1,096 (53% female) adolescents (11-18 year olds, Mean = 15) from African-, Arab-, Latino-, and European-American backgrounds were compared. Ethnic awareness was higher among minority youth and discrimination more often reported by African- and Arab-Americans. Parental admonitions against discrimination were heard by all but African Americans, Latinos and those who reported prejudice heard that it could pose a barrier. Adolescents' beliefs that America is an equal opportunity society were negatively associated with experiences of discrimination and African-Americans were least likely to believe that the government was responsive to the average person. With respect to civic goals, all youth endorsed patriotism but ethnic minorities and ethnically aware youth were more committed to advocating for their ethnic group and European-Americans were less committed than were African Americans to improving race relations.
Journal Article
Teenage Citizens
Too young to vote or pay taxes, teenagers are off the radar of political scientists. Yet civic identities form during adolescence and are rooted in experiences as members of families, schools, and community organizations. Flanagan helps us understand how young people come to envisage civic engagement, and how their political identities take form.
eBook
Teenage Citizens
Most teenagers are too young to vote and are off the radar of political scientists. Teenage Citizens looks beyond the electoral game to consider the question of how this overlooked segment of our citizenry understands political topics. Bridging psychology and political science, Constance Flanagan argues that civic identities form during adolescence and are rooted in teens' everyday lives—in their experiences as members of schools and community-based organizations and in their exercise of voice, collective action, and responsibility in those settings. This is the phase of life when political ideas are born.
Through voices from a wide range of social classes and ethnic backgrounds in the United States and five other countries, we learn how teenagers form ideas about democracy, inequality, laws, ethnic identity, the social contract, and the ties that bind members of a polity together. Flanagan's twenty-five years of research show how teens' personal and family values accord with their political views. When their families emphasize social responsibility—for people in need and for the common good—and perform service to the community, teens' ideas about democracy and the social contract highlight principles of tolerance, social inclusion, and equality. When families discount social responsibility relative to other values, teens' ideas about democracy focus on their rights as individuals.
At a time when opportunities for youth are shrinking, Constance Flanagan helps us understand how young people come to envisage the world of politics and civic engagement, and how their own political identities take form.
eBook
