We received generous support from the S.D. Bechtel, Jr. Foundation, the W.T. Grant Foundation, the Robert R. McCormick Foundation, the Spencer Foundation, and the Youth Engagement Fund to collect and analyze the data for this study. We thank Eitan Hersh and Diana Hess, who provided invaluable guidance in the earlier stage of this research.
Diversity in Classrooms: The Relationship between Deliberative and Associative Opportunities in School and Later Electoral Engagement
Version of Record online: 20 JAN 2014
© 2014 The Society for the Psychological Study of Social Issues
Analyses of Social Issues and Public Policy
Volume 14, Issue 1, pages 394–414, December 2014
How to Cite
Kawashima-Ginsberg, K. and Levine, P. (2014), Diversity in Classrooms: The Relationship between Deliberative and Associative Opportunities in School and Later Electoral Engagement. Analyses of Social Issues and Public Policy, 14: 394–414. doi: 10.1111/asap.12038
- Issue online: 27 DEC 2014
- Version of Record online: 20 JAN 2014
- S.D. Bechtel, Jr. Foundation
- The W.T. Grant Foundation
- The Robert R. McCormick Foundation
- The Spencer Foundation
- The Youth Engagement Fund
Previous research has found that attending racially pluralistic high schools is associated with a reduced likelihood of future electoral and civic engagement. Analysis of a national survey of 18–24 year olds after the 2012 election confirms this finding. However, certain school and family practices and extracurricular activities appear to compensate. Discussion of controversial current issues in social studies classes diminishes the negative association between attending a racially pluralistic school and electoral engagement. School-based discussion is particularly important for young people who attend pluralistic schools and who do not participate in political discussion at home. Opportunities to associate with peers who share common interests through issue-oriented groups predict electoral engagement. Considering that strong arguments can be made in favor of racial diversity in schools, it is important to compensate for the lessened electoral engagement in diverse schools by creating policies and teacher preparation resources that promote high-quality discussion of controversial issues in classrooms, and by encouraging students to participate in extracurricular groups that address political issues.