In this paper, I propose that depression is a political phenomenon insofar as it has political sources and consequences. I then investigate one aspect of this argument—whether depression reduces participation. I hypothesize that individuals with depression lack the motivation and physical capacity to vote and engage in other forms of political participation due to somatic problems and feelings of hopelessness and apathy. Moreover, I examine how depression in adolescence can have downstream consequences for participation in young adulthood. The analyses, using both cross-sectional and longitudinal data, show that voter turnout and other forms of participation decrease as the severity of depressed mood increases. These findings are discussed in light of disability rights and potential efforts to boost participation among this group.

Do changes in health lead to changes in the probability of voting? Using two longitudinal datasets, this article looks at the impact of three measures of health – physical health, mental health and overall well-being – on voting trajectories in young adulthood. The results show that self-rated health is associated with a lower probability of voting in one’s first election, depression is related to a decline in turnout over time and physical limitations are unrelated to voting. Some familial resources from childhood are also found to condition when the health–participation effect manifests.

The transmission of party identification from parent to child is one of the most important components of political socialization in the United States. Research shows that children learn their party identification from their parents, and parents drive the learning process. The vast majority of studies thus treats children as passive recipients of information and assumes that parent-child concordance equals transmission. Rather than relying on a single pathway by which parents teach children, we propose an alternative view by focusing on children as active agents in their socialization. In so doing, we introduce a two-step model of transmission: perception then adoption. Utilizing two unique family-based studies that contain self-reported measures of party identification for both parents and children, children's perceptions of their parents' party affiliations, and measures of the parent-child relationship, we find children differentially learn and then choose to affiliate, or not, with their parents. These findings challenge several core assumptions upon which the extant literature is built, namely that the majority of children both know and adopt their parents' party identification. We conclude that there is much to be learned by focusing on children as active agents in their political socialization.

Depression is the most common mental health disorder. It has consequences not only on individuals but also on social and political levels. We argue that depressive symptoms impair political participation by reducing the motivation and physical energy of sufferers. We test our hypotheses by conducting regression analyses of four nationally representative cross-sectional and longitudinal surveys that collectively span many democracies. Our results are threefold. First, we find that the severest depressive symptoms lower the probability of voting by 0.05–0.25 points, an effect that is exceeded only by education and age. Second, we show that depressive symptoms negatively affect political interest and internal efficacy, thereby confirming that they diminish political motivation. Third, we find that depressive symptoms most strongly affect physically demanding acts, thereby confirming that they reduce the physical energy required for participation. We conclude by urging scholars to take depressive symptoms seriously in the study of political behavior.

Scholars have long attributed the income-participation gap-which is the observation that the rich participate in politics more than the poor-to income-based differences in the resources, recruitment, mobilization, and psychology underpinning political behavior. I argue that these explanations require a longer time horizon than the empirical evidence permits. Education, for example, typically ends in young adulthood and so cannot logically mediate the effect of income on participation in late adulthood. To resolve this temporal problem, I propose that there are two income-participation gaps: one based on current economic status and another on childhood economic history. I situate this argument in a developmental framework and present evidence for it using six studies. The results, while mixed at times, indicate that there are two gaps, that the size of each gap changes over the life course, and that their joint effect creates a larger income-participation gap than estimated by prior research.