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By analyzing data from a national panel survey of adolescents (ages 12-17) and their parents conducted around the 2008 general election, this study explores the varied roles communication plays in socializing youth into democratic citizenship. In particular, we propose and test a communication mediation model of youth socialization, in which interdependent communication processes located in the family, schools, media, and peer networks combine to cultivate communication competence, a set of basic communication skills and motives needed for active and informed participation in public life. Analysis of our panel data indicates that participation in deliberative classroom activities and democratic peer norms contribute to civic activism among youth. These peer and school influences, however, are found to be largely indirect, working through informational use of conventional and online news media, and expression and discussion of political ideas outside of classroom and family boundaries. In particular, our findings highlight strong online pathways to participation, centering on news consumption and political expression via digital media technologies, suggesting the key role of the Internet in this dynamic.

Using data from an original two-wave panel survey of California high school students and a two-wave panel survey of high school students in Chicago, we find that different pedagogical approaches influence different forms of civic and political engagement. Specifically, controlling for prior levels of engagement and demographic factors, we find that open discussion of societal issues promotes engagement with political issues and elections. In contrast, service learning opportunities increase community-based and expressive actions. Both kinds of opportunities promoted commitments to participatory citizenship. These patterns can teach us about the kinds of opportunities (both in school and out) that can shape adolescents' civic and political development.

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Some see the internet as a means of exposure to divergent perspectives, while others believe that it is likely to foster echo chambers. We agree that it is important to attend to these possibilities, but we find that this discussion is often framed inappropriately. Drawing on a unique panel survey of the online practices and civic and political engagement of youth (aged 16-21), we find that most youth do not report exposure to echo chambers or divergent perspectives. Rather, most report either being exposed to views that both align with and diverge from their own, or they report not interacting with others about their views on societal issues at all. We also find that particular forms of online participatory activity, digital media literacy activities, and political interest are related to increased reports of exposure to diverse perspectives.