A Political Science Perspective on Socialization Research: Young Nordic Citizens in a Comparative Light

Amnå, Erik; Zetterberg, Pär

doi:10.1002/9780470767603.ch2

Cited by 41 publications

(20 citation statements)

References 56 publications

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“…Tentative research findings based on cross-sectional survey data have shown that the comparative lack of enthusiasm for participation in Nordic 14-year olds is not found a few years later (Amnå and Zetterberg 2010). Amnå and Zetterberg compare the rates of intended participation in Nordic youths and their southern European counterparts in the CIVED database, and then the adult European Social Survey dataset, they note that by age 17–25 the enthusiasm in Southern Europe has already gone and, in fact, interest, voting and protesting is much higher among Nordic youth.…”

Section: Resultsmentioning

confidence: 99%

“…Cross-country comparisons of young people’s qualities for civic engagement have become an established field of research inquiry (Hahn 1998; Torney-Purta et al 1999, 2001; Amnå and Zetterberg 2010). In the European Union member states, recently undergoing economic crisis and a reduction of global power, it can no longer be taken for granted that the region will remain stable and democratic (Europe’s Political Union 2012).…”

Section: Introductionmentioning

confidence: 99%

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Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator

2014

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This article develops a composite indicator to monitor the levels of civic competence of young people in Europe using the IEA ICCS 2009 study. The measurement model combines the traditions in Europe of liberal, civic republican and critical/cosmopolitan models of citizenship. The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education. In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes. This is also the case for some recent former communist countries that retain ethnic notions of citizenship. In a final step we go on to argue that the Nordic teachers’ priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers’ priority on civic responsibility.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator

2014

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“…The aim of investigating these two research questions in the Scandinavian context is to make an empirical contribution to the examination of contemporary citizenship norms and their recent evolution in Scandinavian countries (Amnå & Zetterberg ). As noted, previous research suggests that if new citizenship concepts like ‘engaged citizenship’ were to exist anywhere, they should certainly be found in the Scandinavian countries.…”

Section: Literaturementioning

confidence: 99%

The Evolution of Citizenship Norms among Scandinavian Adolescents, 1999–2009

Oser

Hooghe²

2013

Scand Pol Stud

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In the recent debate about changing citizenship norms in advanced democracies, Scandinavian countries are often considered the front-runners of developing a new kind of engaged citizenship. The majority of recent empirical scholarship in this field, however, has focused on the United States. In this article we use latent class analysis to ascertain whether the ideal types of engaged citizenship and duty-based citizenship norms are relevant concepts for adolescents in Scandinavia, and whether there are significant changes in these norms between 1999 and 2009. The findings confirm that engaged and duty-based citizens can be clearly identified and that engaged citizenship norms are becoming more prevalent. We also, find, however, that engaged and duty-based norms are not the only norms identified in the analysis, and that important differences are evident in the background characteristics of those ascribing to different citizen norms that contradict expectations in the literature. We conclude by discussing the implications of these findings for changing citizenship norms in advanced democracies, including the potential implications of these changing norms for political behavior.

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“…Consistent with the ideas that in youth people are the most open to political learning and their political beliefs remain relatively stable for the rest of their lives (Sears & Levy, 2003), adolescence typically has been considered a crucial period for the development of political efficacy (Beaumont, 2010;Flanagan & Sherrod, 1998). Prominent focus has been given to the role of schools because school experiences usually represent adolescents' first contact with the public realm and serve as a potential model for learning how the broader society works (Amnå & Zetterberg, 2010;Torney-Purta, 2002). This line of research has brought valuable knowledge that helps to understand the role of school in political socialization.…”

Section: Introductionmentioning

confidence: 95%

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Šerek

Macháčková

2017

Applied Developmental Science

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This study examined the effects of school climate (open classroom and positive student relationships) and personality dispositions (shyness and need for cognition) on adolescents' political self-efficacy. Data were collected in 2014 from 1,954 Czech ninth and tenth graders (mean age=15.60). A multilevel analysis showed that school-level political self-efficacy predicted self-efficacy for local politics. However, schools and classrooms were rather homogeneous in terms of students' mean political self-efficacy and also students' selfreported acquisition of civic skills at school. Hence, school characteristics had only limited associations with adolescents' political self-efficacy. At the same time, students' political efficacy had a considerable association with lower shyness and higher need for cognition.These results suggest that the development of political efficacy at school goes beyond simple general influences of school environment and individual differences between students must be considered.

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A Political Science Perspective on Socialization Research: Young Nordic Citizens in a Comparative Light

Cited by 41 publications

References 56 publications

Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator

Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator

The Evolution of Citizenship Norms among Scandinavian Adolescents, 1999–2009

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

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