Page 68 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 68
šolsko polje, letnik xxx, številka 5–6
Literature Review
In this section, we review the academic literature related to this research
paper. In particular, we focus on two main strands of research bodies. The
first one relates to the scientific relevance of studying the (expected) civ-
ic and political engagement of eighth graders (i.e., the target population
of ICCS). The literature suggests two reasons for this. First, young adult-
hood is a key formation phase for civic and political socialization and en-
gagement, indicating that eighth graders are a good proxy for a nation’s
future social capital. For example, Jennings and Stoker (2004) report that
pre-adulthood civic engagement, measured as involvement in voluntary
organizations, builds predispositions and skills; which they argue are rel-
evant for civic and political engagement later in life. In addition, Smith
(1999) documents how political and civic involvement in adulthood is as-
sociated with religious participation, participation in extracurricular ac-
tivities and extensive connection to others during earlier stages of life.
The second reason relates to the extensive evidence on the literature
suggesting that young adults’ civic and political attitudes, perceptions,
and behaviour are a reflection of societal attitudes, perceptions, and be-
haviour; highlighting the relevance of studying adolescents’ political and
civic engagement. In particular, this literature underscores the relevance
of social networks as a critical channel of social capital transmission. For
example, Alford, Funk and Hibbing (2005), Jennings and Niemi (1968),
and Jennings, Stoker and Bowers (2009) present evidence on the with-
in-family correlation of political values and civic attitudes and behav-
iour. This suggests that, to some extent, civic and political engagement
in pre-adulthood is associated to parental civic and political engagement.
Moreover, the school and neighborhood environment have been prov-
en strong determinants of individuals’ civic and political attitudes, per-
ceptions and behaviour. For example, Bischoff (2016) suggests that stu-
dent diversity and the existence of a micro-political environment are two
potential mechanisms for civic learning at schools. Similarly, Campbell
(2006) emphasizes the importance of communities and schools on shap-
ing individual’s civic life. In particular, he proposes a positive relationship
between the level of homogeneity within the community and an individ-
ual’s political and civic engagement.
The second strand of research our paper relates to is the academic
work investigating how the recent arrival of migrants into Europe impact-
ed political outcomes and civic engagement of native populations. In par-
ticular, this literature has focused on changes in local attitudes about and
the political behaviour driven by immigration. For example, Dinas et al.
66
Literature Review
In this section, we review the academic literature related to this research
paper. In particular, we focus on two main strands of research bodies. The
first one relates to the scientific relevance of studying the (expected) civ-
ic and political engagement of eighth graders (i.e., the target population
of ICCS). The literature suggests two reasons for this. First, young adult-
hood is a key formation phase for civic and political socialization and en-
gagement, indicating that eighth graders are a good proxy for a nation’s
future social capital. For example, Jennings and Stoker (2004) report that
pre-adulthood civic engagement, measured as involvement in voluntary
organizations, builds predispositions and skills; which they argue are rel-
evant for civic and political engagement later in life. In addition, Smith
(1999) documents how political and civic involvement in adulthood is as-
sociated with religious participation, participation in extracurricular ac-
tivities and extensive connection to others during earlier stages of life.
The second reason relates to the extensive evidence on the literature
suggesting that young adults’ civic and political attitudes, perceptions,
and behaviour are a reflection of societal attitudes, perceptions, and be-
haviour; highlighting the relevance of studying adolescents’ political and
civic engagement. In particular, this literature underscores the relevance
of social networks as a critical channel of social capital transmission. For
example, Alford, Funk and Hibbing (2005), Jennings and Niemi (1968),
and Jennings, Stoker and Bowers (2009) present evidence on the with-
in-family correlation of political values and civic attitudes and behav-
iour. This suggests that, to some extent, civic and political engagement
in pre-adulthood is associated to parental civic and political engagement.
Moreover, the school and neighborhood environment have been prov-
en strong determinants of individuals’ civic and political attitudes, per-
ceptions and behaviour. For example, Bischoff (2016) suggests that stu-
dent diversity and the existence of a micro-political environment are two
potential mechanisms for civic learning at schools. Similarly, Campbell
(2006) emphasizes the importance of communities and schools on shap-
ing individual’s civic life. In particular, he proposes a positive relationship
between the level of homogeneity within the community and an individ-
ual’s political and civic engagement.
The second strand of research our paper relates to is the academic
work investigating how the recent arrival of migrants into Europe impact-
ed political outcomes and civic engagement of native populations. In par-
ticular, this literature has focused on changes in local attitudes about and
the political behaviour driven by immigration. For example, Dinas et al.
66
