The relationship between political participation intentions of adolescents and a participatory democratic climate at school in 35 countries

Abstract

In the literature it is expected that a participatory democratic climate is associated with civic and political engagement intentions of adolescents. In this paper we use a three level multilevel analysis to explore these relations: the individual, school and country level. Using data from the International Civic and Citizenship Education Study (2009) from 35 countries, we find that the individual student perception of a participatory democratic climate, especially openness in classroom discussions at the individual level, is positively associated with intended political participation. The teacher's and principals' perception of the participatory climate, on the other hand, were not related to the intention to participate. In this discussion we offer some ideas on how this individual level effect might be explained.

Supervision’s New Challenge: Facilitating a Multidimensional Curriculum

“…To be contributing members of a democratic society, students need to learn "how to engage in a deliberate process that results in a consensus within a pluralistic society" (Byrd, 2012(Byrd, , p. 1025. Quintelier and Hooghe (2013) found a positive relationship between student-perceived democratic school climate and student intent to participate in the political process. Additionally, interactive and participatory schools are positively related to democratic student attitudes (Flanagan, Cumsille, Gill, & Gallay, 2007;Gniewosz, Noack, & Buhl, 2009).…”

The Influence of Political Socialization Agents on Political Participation of Pakistani Youths

“…show that schools can be beneficial in preparing students for participation in civil society as well as in political activities by ensuring a climate of openness for the discussion of issues underlining the significance of voting and elections, debate on current issues and the structure of government (Quintelier & Hooghe, 2013). Therefore, we believe that a communicative environment in schools creates an effective political learning opportunity rather than a one-way teaching strategy.…”

Does participation in uniformed group activities in school improve young people’s non-cognitive outcomes?

“…This might produce differences in political tolerance, volunteering, and intended political participation (Fleming et al 2014). The 2009 International Civic and Citizenship Education Study showed that intended participation in elections and other civic activities was linked to prior experiences at school (Quintelier and Hooghe 2013). In particular, a participatory democratic climate at school was beneficial in this respect.…”