Girls, Boys and Politics

Dowse, Robert E.; Hughes, John A.

doi:10.2307/588724

Cited by 29 publications

(6 citation statements)

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“…Nevertheless, gender and socioeconomic status were examined and were found to have a significant effect on the assimilation of democratic attitudes via civic studies. Most studies show that boys are more interested and involved in politics (Dearden, 1974;Hess & Torney, 1967), are more knowledgeable, and have higher levels of efficacy (Dowse & Hughes, 1971;Furnham & Gunter, 1983;Orum, 1972;Stardling, 1977). Recent studies have replicated these results (Finkel, 2002;Ghaith, 2003) in the Israeli context (Ichilov, 1991) as well.…”

Section: Sociodemographic Factors and Democratic Attitudesmentioning

confidence: 97%

Democratic attitudes among high-school pupils: The role played by perceptions of class climate

Perliger

Canetti–Nisim

Pedahzur

2006

School Effectiveness and School Improvement

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The present study shed light on the continuing debate among students of political socialisation regarding the effects of civic education on the upholding of democratic attitudes. Our major conclusion is that civic education, in and of itself, has only minor effects on democratic attitudes of pupils. Furthermore, among pupils who attended civic education classes, democratic class climate would have a crucial effect on the internalisation of democratic attitudes, and the association between sociodemographic characteristics and democratic attitudes is partially mediated by perception of democratic class climate. The findings offer a model which involves demographics and class climate for predicting the success of civic education in meeting its main goal-the absorption and internalisation of democratic attitudes. Thus, we hope to take the ongoing debate in the field at least one small step forward.

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Section: Sociodemographic Factors and Democratic Attitudesmentioning

confidence: 97%

Democratic attitudes among high-school pupils: The role played by perceptions of class climate

Perliger

Canetti–Nisim

Pedahzur

2006

School Effectiveness and School Improvement

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“…Despite these contributions, it remains unclear to what extent both the school and the family influence levels of political knowledge between girls and boys. Yet acquisition of political knowledge is shown to be largely agerelated and a function of cognitive development (Dowse and Hughes 1971;Sigel and Brookes 1974). Under this assumption, one would expect that-even if children's political attitudes are partially shaped at home-levels of political knowledge are more dependent on the individual resources of the children, the resources of the family, and the resources of the school.…”

Section: The Gender Gap In Knowledgementioning

confidence: 99%

Young and Gapped? Political Knowledge of Girls and Boys in Europe

Pereira

Fraile

Rubal³

2014

Political Research Quarterly

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This article aims at exploring the gender gap in levels of political knowledge, with a focus on lower secondary school students in Europe. Using the International Civic and Citizenship Education Study 2009, we find that boys outperform girls when asked about facts; but girls demonstrate greater knowledge if asked to reason about a particular political matter. Part of the gender gap in political knowledge among adolescents appears to be a function of what is defined as knowledge. We argue for the need to include a greater variety of items to measure political knowledge, including both factual and analytical domains of knowledge

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“…While Dowse & Hughes (1980) in matching child and parent responses to a set of questions found that the family had less of an influence than was first thought. They concluded that there was 'no strong politically communicative interaction between parents and their offsprings.'…”

Section: The School and Citizenshipmentioning

confidence: 84%

The Influence of School Ethos on Pupils’ Citizenship Attitudes

John

Osborn

1992

Educational Review

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In recent years the term education for citizenship has gained increasing significance and it has been widely argued that the school has a crucial role to play in developing appropriate attitudes and abilities. This paper set out to explore this issue by investigating the relationship between the espoused ethos of a school and its apparent effect on the citizenship attitudes of its pupils. Two sets of pupils in two contrasting schools were chosen for the study. The analysis of the results of the questionnaire revealed that the school did influence its pupils particularly in relation to democratic values and the rights and freedoms of individuals. However, the evidence was marginal and the paper ends with a plea for further research into this crucial area.

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Girls, Boys and Politics

Cited by 29 publications

References 0 publications

Democratic attitudes among high-school pupils: The role played by perceptions of class climate

Democratic attitudes among high-school pupils: The role played by perceptions of class climate

Young and Gapped? Political Knowledge of Girls and Boys in Europe

The Influence of School Ethos on Pupils’ Citizenship Attitudes

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