Registering to Vote Is Easy, Right? Active Learning and Attitudes About Voter Registration

Gershtenson, Joseph; Plane, Dennis L.; Scacco, Joshua M.; Thomas, Queer J.

doi:10.1080/15512169.2013.835226

Cited by 20 publications

(4 citation statements)

References 14 publications

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“…Surveys of participants comprise an effective and appropriate approach to quantify the experience of students in active or experiential learning. Past pedagogical research administered surveys after active or experiential-learning activity as a means to examine student outcomes (Alberda 2016; Gershtenson et al 2013; Ryan et al 2014). Using survey measures is valuable because doing so moves beyond anecdotal evidence and allows researchers to measure empirically students’ reactions to their fieldwork experiences.…”

Section: Methodsmentioning

confidence: 99%

Pedagogical Value of Polling-Place Observation by Students

Mann

Alberda

Birkhead

et al. 2018

APSC

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Good education requires student experiences that deliver lessons about practice as well as theory and that encourage students to work for the public good—especially in the operation of democratic institutions (Dewey 1923; Dewy 1938). We report on an evaluation of the pedagogical value of a research project involving 23 colleges and universities across the country. Faculty trained and supervised students who observed polling places in the 2016 General Election. Our findings indicate that this was a valuable learning experience in both the short and long terms. Students found their experiences to be valuable and reported learning generally and specifically related to course material. Postelection, they also felt more knowledgeable about election science topics, voting behavior, and research methods. Students reported interest in participating in similar research in the future, would recommend other students to do so, and expressed interest in more learning and research about the topics central to their experience. Our results suggest that participants appreciated the importance of elections and their study. Collectively, the participating students are engaged and efficacious—essential qualities of citizens in a democracy.

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Section: Methodsmentioning

confidence: 99%

Pedagogical Value of Polling-Place Observation by Students

Mann

Alberda

Birkhead

et al. 2018

APSC

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“…A small amount of applied learning, then, goes a long way; indeed, this simple, low-cost approach is much more effective than traditional civics curricula that focus on the workings of government and politics alone. Plus, there is complementary evidence that parallel approaches that encourage students to register to vote and then show them how to do so may also be beneficial (Bennion 2009; Gershtenson et al 2013; Syvertsen, Flanagan, and Stout 2009).…”

Section: What’s Workingmentioning

confidence: 99%

“…But rather than just putting up a table up in the cafeteria, they must give instruction and assistance in completing registration forms. And research has shown that schools helping students to register to vote can indeed help increase turnout (Addonizio 2011; Gershtenson et al 2013; Syvertsen, Flanagan, and Stout 2009). And as important a role as schools have to play in this matter, not all reforms need be school based.…”

Section: Reducing the Costs Of Political Participationmentioning

confidence: 99%

Refocusing Civic Education: Developing the Skills Young People Need to Engage in Democracy

Hillygus,

Holbein

2023

The ANNALS of the American Academy of Political and Social Scie

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Schools have traditionally taken a “just-the-facts-ma’am” approach to civic education, focusing on governmental structures and political systems. We argue that preparing young people to engage with democracy requires far more than rote memorization of facts and figures. Schools should be laboratories of democracy, where young people’s civic intentions are converted into civic behaviors. We argue that to realize that transformation, educators must impart real-world knowledge, practical skills, and nurturing abilities that are not captured by standardized tests of academic achievement: namely, the interpersonal and intrapersonal abilities conducive to civic mindedness. We discuss what these oft-labeled “noncognitive” skills are and how they are measured, review the evidence that shows how they foster democratic participation, articulate a vision for how civics can help develop students’ noncognitive skills, and lay out a research agenda for scholars seeking to teach young people the skills requisite to actively participate in democracy.

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“…There is no pressing fear on the part of the population. Rather, there is a creeping indifference, something which alarms a few people, but is irrelevant to many others until the consequences of such indifference destabilize the country or state or city, and the citizen's pain begins [2]. The year-on-year decline in The reanalysis presented looks more deeply at the nature of respondents, and the possible existence of synergies between elements.…”

Section: Introductionmentioning

confidence: 99%

Encouraging Citizens to Register to Vote: A Mind Genomics Cartography of Messages to the New York Voter

2021

Psychol J Res Open

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those who do not vote has been noted by a variety of sources [3,4]. The issues holding people back range from economics [5] to social alienation (Engler & Weisstanner, 2021), to inconvenience and forgetfulness in the wake of other commitments [6], all occurring in the advanced economies where there is freedom. The situation in the United States is interesting because at the same time that voting is deemed to an important civic duty, registering for voting entails passively registering to serve on a jury, an opportunity to do one's duty, but not a popular one [7]. In other countries the change in voting over years emerges as a mixed set of patterns. There are a variety of countries where the voting is declining, and others where the voting is increasing. And then there are the dictatorship, where it is mandatory to vote, and of course to agree with the slate offered by the party. The increasing apathy of voters over the years has not gone unnoticed. In 2016, coauthor Markovitz, teaching a marketing class, used Mind Genomics to identify the messages that one could use, and the venues for those messages, both with the objective to increase voting. The idea way to find the different media used for each respondent, identify the strongest messages for the respondent (or group of respondents, called mind-sets), and then recommend the messages for each group, and the place to pick the messages. This dual strategy, optimize the message, and identify the right media, was done by the marketing class, and the results recommended [8].

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Registering to Vote Is Easy, Right? Active Learning and Attitudes About Voter Registration

Cited by 20 publications

References 14 publications

Pedagogical Value of Polling-Place Observation by Students

Pedagogical Value of Polling-Place Observation by Students

Refocusing Civic Education: Developing the Skills Young People Need to Engage in Democracy

Encouraging Citizens to Register to Vote: A Mind Genomics Cartography of Messages to the New York Voter

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