
The role of education and social background in the changing political involvement of adolescents : a comparative approach
- Author
- Thea Bertnes Stromme, Jannick Demanet (UGent) and Rafael Merino
- Organization
- Abstract
- Political involvement differs according to youngsters' social background, but the role of students' own educational pathways in that social gradient is less clear. We investigate whether track position and the school composition mediate and/or moderate the social gradient in the development of students' political involvement. Examining schools in Ghent (Flanders, Belgium), Barcelona (Catalonia, Spain) and Bergen (Norway) - we investigate whether these determinants for change in political engagement during upper secondary education differ between educational systems. Results from multilevel conditional change models show that the role of social background in changes in political involvement matters across the studied educational systems, but the role of track and school composition varies. In Barcelona, all the impact from social background on the increase in political involvement can be accounted for by track position, whereas in the Flemish system, the increase in political involvement is higher among those in academic tracks if they have low social background rather than high. There is more variance between schools in Ghent, and ethnic school concentration is associated with a smaller increase in political involvement there. The Norwegian system has little between-school variance and small differences between tracks.
- Keywords
- Political involvement, social background, school, education, comparative, CIVIC ENGAGEMENT, SCHOOL COMPOSITION, PARTICIPATION, IMPACT, DIFFERENTIATION, TRAJECTORIES, SEGREGATION, ACHIEVEMENT, TRANSITION, ATTITUDES
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01HM8XJ2ZQCSZMW2KDW300VTZK
- MLA
- Stromme, Thea Bertnes, et al. “The Role of Education and Social Background in the Changing Political Involvement of Adolescents : A Comparative Approach.” ACTA SOCIOLOGICA, vol. 67, no. 4, 2024, pp. 529–48, doi:10.1177/00016993231219126.
- APA
- Stromme, T. B., Demanet, J., & Merino, R. (2024). The role of education and social background in the changing political involvement of adolescents : a comparative approach. ACTA SOCIOLOGICA, 67(4), 529–548. https://doi.org/10.1177/00016993231219126
- Chicago author-date
- Stromme, Thea Bertnes, Jannick Demanet, and Rafael Merino. 2024. “The Role of Education and Social Background in the Changing Political Involvement of Adolescents : A Comparative Approach.” ACTA SOCIOLOGICA 67 (4): 529–48. https://doi.org/10.1177/00016993231219126.
- Chicago author-date (all authors)
- Stromme, Thea Bertnes, Jannick Demanet, and Rafael Merino. 2024. “The Role of Education and Social Background in the Changing Political Involvement of Adolescents : A Comparative Approach.” ACTA SOCIOLOGICA 67 (4): 529–548. doi:10.1177/00016993231219126.
- Vancouver
- 1.Stromme TB, Demanet J, Merino R. The role of education and social background in the changing political involvement of adolescents : a comparative approach. ACTA SOCIOLOGICA. 2024;67(4):529–48.
- IEEE
- [1]T. B. Stromme, J. Demanet, and R. Merino, “The role of education and social background in the changing political involvement of adolescents : a comparative approach,” ACTA SOCIOLOGICA, vol. 67, no. 4, pp. 529–548, 2024.
@article{01HM8XJ2ZQCSZMW2KDW300VTZK, abstract = {{Political involvement differs according to youngsters' social background, but the role of students' own educational pathways in that social gradient is less clear. We investigate whether track position and the school composition mediate and/or moderate the social gradient in the development of students' political involvement. Examining schools in Ghent (Flanders, Belgium), Barcelona (Catalonia, Spain) and Bergen (Norway) - we investigate whether these determinants for change in political engagement during upper secondary education differ between educational systems. Results from multilevel conditional change models show that the role of social background in changes in political involvement matters across the studied educational systems, but the role of track and school composition varies. In Barcelona, all the impact from social background on the increase in political involvement can be accounted for by track position, whereas in the Flemish system, the increase in political involvement is higher among those in academic tracks if they have low social background rather than high. There is more variance between schools in Ghent, and ethnic school concentration is associated with a smaller increase in political involvement there. The Norwegian system has little between-school variance and small differences between tracks.}}, author = {{Stromme, Thea Bertnes and Demanet, Jannick and Merino, Rafael}}, issn = {{0001-6993}}, journal = {{ACTA SOCIOLOGICA}}, keywords = {{Political involvement,social background,school,education,comparative,CIVIC ENGAGEMENT,SCHOOL COMPOSITION,PARTICIPATION,IMPACT,DIFFERENTIATION,TRAJECTORIES,SEGREGATION,ACHIEVEMENT,TRANSITION,ATTITUDES}}, language = {{eng}}, number = {{4}}, pages = {{529--548}}, title = {{The role of education and social background in the changing political involvement of adolescents : a comparative approach}}, url = {{http://doi.org/10.1177/00016993231219126}}, volume = {{67}}, year = {{2024}}, }
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