Democracy begins at home: Democratic parenting and adolescents' support for democratic values

Miklikowska, Marta; Hurme, Helena

doi:10.1080/17405629.2011.576856

Cited by 45 publications

(31 citation statements)

References 54 publications

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“…Given the widespread support for tolerance in mature democracies (Peffley & Rohrschneider, ), it is possible that even adolescents who do not experience their tolerant parents as supportive still learn the value of tolerance via other socializing settings, for example school curriculum, media, or friends (Marquart‐Pyatt & Paxton, ; Orlenius, ). Alternatively, parental support might be a mediator in the process of tolerance transmission, which would be in line with research showing that supportive parents tend to have tolerant offspring (Fraley, Griffin, Belsky, & Roisman, ; Miklikowska & Hurme, ). Also, there was no evidence for perceived parental support as a moderator of adolescents' effects on their parents.…”

Section: Discussionmentioning

confidence: 97%

Like parent, like child? Development of prejudice and tolerance towards immigrants

Miklikowska

2015

British J of Psychology

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Although intergroup attitudes are assumed to develop due to the influence of parents, there is no longitudinal evidence supporting this claim. In addition, research on socialization of intergroup attitudes has omitted possible effects of adolescents on their parents. We also know little about the conditions under which intergroup attitudes are transmitted. This two-wave, 2 years apart, study of adolescents (N = 507) and their parents examined the relations between parents and adolescents' prejudice and tolerance from a longitudinal perspective. The study tested whether parental prejudice and tolerance would predict over-time changes in adolescents' attitudes and whether adolescents' prejudice and tolerance would elicit changes in parental attitudes. Additionally, it explored whether some of the effects would depend on perceived parental support. Results showed significant bidirectional influences between parents and adolescents' attitudes. In addition, adolescents who perceived their parents as supportive showed higher parent-adolescent correspondence in prejudice than youth with low parental support. These findings show that intergroup attitudes develop as a result of mutual influences between parents and adolescents. Hence, the unidirectional transmission model and previous research findings should be revisited. The results also suggest that parents' prejudice influence adolescents' attitudes to the extent that youth perceive their parents as supportive.

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Section: Discussionmentioning

confidence: 97%

Like parent, like child? Development of prejudice and tolerance towards immigrants

Miklikowska

2015

British J of Psychology

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“…Even despite the absence of long‐term, direct effects of peers and intergroup friendships, both factors were related to youth attitudes via their effects on empathic concern. These results are in line with studies showing empathy as a mediator of intergroup friendships effects (Pettigrew & Tropp, ), negative effects of prejudiced environments on youth socio‐cognitive development (Caughy et al ., ; Hughes et al ., ), positive effects of parental democratic norms on youth empathy and tolerance (Miklikowska & Hurme, ), and the connection between empathy and prejudice (Batson et al ., ; Bergh & Akrami, ; Galinsky & Moskowitz, ; Gutsell & Inzlicht, ; Miklikowska, ). The results suggest that empathic concern might account for a significant portion of parents, peers, and intergroup friendships’ effects on youth attitudes.…”

Section: Discussionmentioning

confidence: 99%

“…Research shows that adolescents with prejudiced parents are rarely exposed to the targets of prejudice and their problems, that is, to the empathy‐inducing experiences (Edmonds & Killen, ). It also shows that parental messages of mistrust and distance between groups have negative effects on adolescents’ socio‐cognitive development (Caughy, O'Campo, Randolph, & Nickerson, ; Hughes et al ., ) while parental democratic norms are positively related to youth empathy that, in turn, is positively correlated with youth tolerance (Miklikowska & Hurme, ). In line with this reasoning, empathy might mediate the effects of parents and peers’ prejudice on youth attitudes.…”

Section: Introductionmentioning

confidence: 99%

Development of anti‐immigrant attitudes in adolescence: The role of parents, peers, intergroup friendships, and empathy

Miklikowska

2017

British J of Psychology

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103

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Ethnic and racial intergroup attitudes are assumed to develop due to the influence of socialization contexts. However, there is still little longitudinal evidence supporting this claim. We also know little about the relative importance of socialization contexts, the possible interplay between them as well as about the conditions and mechanisms that might underlie socialization effects. This longitudinal study of adolescents (N = 517) examined the effects of parents and peers’ anti‐immigrant attitudes as well as intergroup friendships on relative changes in adolescents’ anti‐immigrant prejudice, controlling for the effects of socioeconomic background. It also examined whether the effects of parents or peers would depend on adolescents’ intergroup friendships. In addition, it explored whether the effects of parents, peers, and intergroup friendships would be mediated or moderated by adolescents’ empathy. Results showed significant effects of parents, peers, intergroup friendships, and socioeconomic background on changes in youth attitudes, highlighting the role of parental prejudice. They also showed adolescents with immigrant friends to be less affected by parents and peers’ prejudice than youth without immigrant friends. In addition, results showed the effects of parents, peers, and intergroup friendships to be mediated by adolescents’ empathic concern. Theoretical and practical implications of these findings are discussed.

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“…First, research shows that adolescents can learn about democratic processes at school, with friends, and via leisure activities. In these situations adolescents can experience discussions and collective decision-making (Geijsel et al 2012;Miklikowska and Hurme 2011;Sapiro 2004;Nieuwelink et al 2016). It has also been found that when young people are asked to make judgements about political democracy, they indeed draw upon their knowledge of aspects of democracy, such as decision-making, in dayto-day activities and their experiences with the outcomes of these (Flanagan 2013;Gimpel, Lay, and Schuknecht 2003;Greenstein 1965;Helwig and Turiel 2002;Hess and Torney 1967).…”

Section: Orientations Towards Democracy and Decision-makingmentioning

confidence: 99%

‘Democracy always comes first’: adolescents’ views on decision-making in everyday life and political democracy

Nieuwelink

Dekker

Geijsel

et al. 2016

Journal of Youth Studies

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Research shows adolescents to be positively oriented towards democracy, but little is known about what it actually means to them and what their views are on decision-making in both everyday situations and political democracy. To gain insight into these aspects of adolescents' democratic views, we have interviewed 40 Dutch adolescents from second grade of different types of high school. Potential conflict between various democratic principles prevalent in everyday life situations was discussed and compared to how they view decision-making in political democracy. The results of our qualitative study showed that adolescents' views on issues concerning collective decisionmaking in everyday situations are quite rich and reflect different models of democracy (majoritarian, consensual, and deliberative). Moreover, how adolescents deal with tensions between democratic principles in everyday life situations varies. While some adolescents combine several principles (for instance, majority rule as a last resort after trying to find broader consensus), other adolescents tend to strictly focus on only one of these principles. Adolescents' views on political democracy, however, are rather limited and one-dimensional. Those adolescents who seemed to have a more explicit picture of political democracy often preferred a strict focus on majority rule, neglecting minority interests. For the stability of a democratic society, it is of great importance that new generations develop democratic orientations. Yet, during the past 15 years, studies have raised questions about the orientations of new generations towards democracy and specific aspects thereof, such as political interests, willingness to vote, freedom of speech, and collective decision-making. Scholars claim that new generations are largely preoccupied with their own lives and interests, and are therefore less focused on participation in public spheres and the common good (Galston 2001;Putnam 2000;Ribeiro et al. 2015).

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Democracy begins at home: Democratic parenting and adolescents' support for democratic values

Cited by 45 publications

References 54 publications

Like parent, like child? Development of prejudice and tolerance towards immigrants

Like parent, like child? Development of prejudice and tolerance towards immigrants

Development of anti‐immigrant attitudes in adolescence: The role of parents, peers, intergroup friendships, and empathy

‘Democracy always comes first’: adolescents’ views on decision-making in everyday life and political democracy

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