Toward Explanation of the Political Efficacy and Political Cynicism of Black Adolescents: An Exploratory Study

Rodgers, Harrell R.

doi:10.2307/2110702

Cited by 48 publications

(25 citation statements)

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“…First, why were no significant results obtained for blacks? The studies by Abramson (1977), Rodgers (1974), andLong (1976) indicate that black political attitudes are more strongly influenced by political reality than are white political attitudes. One can therefore speculate that for blacks any particular political outcome such as desegregation may have had little affect on black political attitudes.…”

Section: Discussionmentioning

confidence: 99%

The development of political attitudes in segregated and desegregated schools

Scott

1981

Urban Rev

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Section: Discussionmentioning

confidence: 99%

The development of political attitudes in segregated and desegregated schools

Scott

1981

Urban Rev

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“…Feelings of political efficacy (Abramson 1972;Bobo and Gilliam 1990;Rodgers 1974), interest in politics, confidence in government, and evaluations of government officials (Gilliam 1996) have all been shown to be higher under conditions of descriptive representation. In fact, conditions of descriptive representation have been shown to alleviate one of the most persistent attitudinal gaps in American politics-the gap between the political trust levels of Anglo and minority citizens.…”

Section: The Ameliorating Effects Of Descriptive Representationmentioning

confidence: 99%

“…The "trust gap" has been shown to significantly diminish when minority groups are descriptively represented. While this effect has been documented most frequently with regard to the impact that the election of African-American mayors has on the political attitudes and behavior of African-American citizens (see e.g., Abney and Hutcheson 1981;Banducci, Donovan, and Karp 1999;Bobo and Gilliam 1990;Howell and Fagan 1988;Schuman and Gruenberg 1970; but see also Emig, Heese and Fisher 1996), it is evident more broadly (Abramson 1972;Long 1978;Rodgers 1974), and some evidence exists to suggest that this effect can be seen at the state legislative and Congressional levels for other minority groups as well (Pantoja and Segura 2003).…”

Section: The Ameliorating Effects Of Descriptive Representationmentioning

confidence: 99%

Voice is Sometimes Enough: Voice, Influence, and the Moderating Impact of Descriptive Representation

Ulbig¹

2010

ARP

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This study offers a more nuanced look at the findings regarding procedural voice and influence by considering the context created by descriptive representation. Procedural justice researchers have long argued that giving people more of a voice in decision-making proceedings leads to heightened satisfaction with the outputs of that process and enhanced compliance with decisions. More recently, this concept has been applied to the political arena with the finding that voice alone is not enough. A voice that is not perceived to have an influence can be more detrimental than not having a voice at all.

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“…One might conjecture that, by providing insight into reality, contemporary history or civics courses could stimulate black alienation. One study of tenth through twelfth-grade students in North Carolina schools (Rodgers, 1973(Rodgers, , 1974 supports this contention. Rodgers finds that blacks taking high school civics courses are more politically knowledgeable and interested in politics, but also more cynical.…”

Section: Precollege Experiencesmentioning

confidence: 99%

College as a Source of Black Alienation

Shingles

1979

Journal of Black Studies

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There is widespread and pervasive alienation among black youths (Abramson, 1972;Kvaraceus et al., 1965; Schuman and Hatchett, 1974: 56-58, 74). Given the lower status and greater deprivation of black Americans in general and black youth in particular, this is not difficult to understand. More challenging is the fact that the depth of alienation among college-educated blacks and black students in college is greater than it is for the less fortunate members of their race; and that the alienation is greater among black students on predominantly white campuses than it is among those at traditionally black institutions (Braddock, 1974;Jackson, 1973;Schuman and Hatchett, 1974: 58-59). One might expect that for such blacks their college experience would represent a rewarding and satisfying experience, the attainment of a higher education on an integrated and equal basis with members of the majority race-a longestablished goal of the civil rights movement and the seeming epitome of integration.Social scientists are not at a loss to explain this phenomenon. There is a wealth of explanations of black alienation-so many in fact, that it is difficult to unravel them in order to AUTHOR'S NOTE: My appreciation goes to Jomills Henry Braddock II, who supplied the questionnaire used in this study, and to .4~/a (pay ~Afar~ a~ Dap/!~~ ~aM/~ry w~ot~ ~/!oÃngela Gayle Edwards and Daphyne Saunders without whose initiative and hard work the study would not have been conducted.

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Toward Explanation of the Political Efficacy and Political Cynicism of Black Adolescents: An Exploratory Study

Cited by 48 publications

References 0 publications

The development of political attitudes in segregated and desegregated schools

The development of political attitudes in segregated and desegregated schools

Voice is Sometimes Enough: Voice, Influence, and the Moderating Impact of Descriptive Representation

College as a Source of Black Alienation

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