Political Socialization and Schooling

Socioeconomic Status, Social Capital, and Partisan Polarity as Predictors of Political Incivility on Twitter

“…Relatedly, classic theoretical approaches centered on political socialization (e.g., Hyman, 1959; Settle, Bond, & Levitt, 2011) hold that more affluent communities allow parents to devote more resources to child-rearing, particularly as it relates to shaping worldview constructions, political knowledge sets, and productive political/civic behaviors (Jennings & Niemi, 1974; McIntosh, Hart, & Youniss, 2007). Comparatively affluent areas also are more likely to possess primary and secondary school systems that have more experienced teachers, offer increased opportunities for extracurricular participation, and feature curricular approaches that include civics education (e.g., McFarland & Thomas, 2006; Settle et al, 2011; Wegner, 1991). Still other models, such as those describing chronic stress imposed by poverty (e.g., Baum, Garofalo, & Yali, 1999; Steptoe & Feldman, 2001), hold that low SES negatively affects physical and social well-being, which in in turn is associated with feelings of powerlessness and poorer coping skills.…”

“…First, we suggested that mean household income would be negatively related to political incivility on Twitter (e.g., Baum et al, 1999; McIntosh et al, 2007; Shaw & McKay, 1942). Second, we predicted that the education level of the district would be negatively associated with incivility (e.g., Hyman, 1959; Wegner, 1991). This assumption was rooted in the perception that college-educated adults are more likely to possess knowledge and skills relevant to social and political process (and their importance) and thus be more likely to meaningfully and productively engage in civic activities.…”

The Social Origins of Adult Political Behavior

“…Student extracurricular involvement is thought to affect voting during early adulthood (Hanks, 1981, McFarland & Thomas, 2006Youniss, McLellan, & Yates, 1997), political participation more broadly (Beck & Jennings, 1982;Hanks, 1981;McFarland & Thomas, 2006;Smith, 1999), volunteering (Hanks, 1981;McFarland & Thomas, 2006;Zukin, 2006), civic engagement (Brady, Verba, & Schlozman, 1995;Smith, 1999;Zukin, 2006), and civic knowledge and information (Hanks, 1981). The last major area of research focused on formal institutions within the high school, such as civics curriculum or teacher knowledge and experience, which are thought primarily to affect outcomes of civic knowledge (Ehman, 1980;Hess & Easton, 1962;Ichilov, 1991;Langton & Jennings, 1968;Wegner, 1991).…”

“…The last major area of research focused on formal institutions within the high school, such as civics curriculum or teacher knowledge and experience, which are thought primarily to affect outcomes of civic knowledge (Ehman, 1980;Hess & Easton, 1962;Ichilov, 1991;Langton & Jennings, 1968;Wegner, 1991).…”