The Roots of the Gender Gap in Political Knowledge in Adolescence

Abstract

Why do men score better than women do on tests of political knowledge? We consider the roots of the gender gap in political knowledge in late adolescence. Using a panel survey of high school seniors, we consider the differences between young men and young women in what they know about politics and how they learn over the course of a midterm election campaign. We find that even after controlling for differences in dispositions like political interest and efficacy, young women are still significantly less politically knowledgeable than young men. While campaigns neither widen nor close the gender gap in political knowledge, we find important gender differences in how young people respond to the campaign environment. While partisan conflict is more likely to promote learning among young men, young women are more likely to gain information in environments marked by consensus rather than conflict.Political knowledge is arguably one of the most useful resources that people hold in executing the responsibilities of citizenship. Political information helps voters connect their preferences to the slate of candidates (Gelman and King 1993;Lau and Redlawsk 2006) and drives the criteria that voters use to select their preferred

Youth civic and political participation through the lens of gender: The Italian case

“…In another recent study conducted in the US, Wolak and McDevitt (2011) confirmed the existence of the gender gap in political knowledge among late adolescents. According to them, the gender gap is not merely a reflection of differences in political dispositions and attitudes of young men and young women, but is a product of fundamental differences in how each gender approaches and responds to its political environment: girls, in particular, would gain more knowledge through a more civic/communal practice of citizenship (in particular when they discuss politics with their family and live in politically homogenous areas), compared to boys; the latter would be more stimulated to politics in partisan and competitive environments (see also Hooghe & Stolle, 2004).…”

Is It Simply Gender? Content, Format, and Time in Political Knowledge Measures

“…The existence of significant gender differences in levels of political knowledge is well documented in previous research. Numerous studies show that women tend to provide fewer correct answers than men to standard political knowledge questions (Fortin-Rittberger 2016;Fraile, 2014;Wolak and McDevitt 2011;Mondak and Anderson, 2004;Burns, Schlozman and Verba 2001;Kenski and Jamieson 2000;Delli Carpini andKeeter, 1996, 2000;Verba, Burns and Schlozman 1997).…”

The effects of civic education on political knowledge. A two year panel survey among Belgian adolescents

“…There are two theoretical reasons to investigate these cognitive effects. First, it has to be remembered that in most contemporary taxonomies of educational outcomes, cognitive outcomes remain indispensable, as they constitute a first layer where all further and more valuable educational outcomes are being built upon (Anderson & Krathwohl, 2001;Wolak & McDevitt, 2011). Second, we relate to new empirical work, showing that political knowledge does remain a very important resource for citizens: knowledge allows citizens to play a meaningful role in the political process, it allows them to develop and express their political preferences more clearly, and knowledge is associated with a feeling of political empowerment (Delli Carpini & Keeter, 1996;Milner, 2002;Althaus, 2003;Lachat, 2007;Prior & Lupia, 2008).…”