TY - JOUR
T1 - How to Make Dutiful Citizens and Influence Turnout
T2 - The Effects of Family and School Dynamics on the Duty to Vote
AU - Galais, Carol
N1 - Publisher Copyright:
© Canadian Political Science Association (l'Association canadienne de science politique) and/et la Société québécoise de science politique 2018.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2018/9/1
Y1 - 2018/9/1
N2 - Existing literature assumes a link between voting and individuals' political socialization, but no study has explored how political upbringing affects the most important attitudinal predictor of turnout: the duty to vote. Following previous research about the formation of attitudes related to the electoral process and social norms, this study focuses on the socialization agencies and dynamics that might first instill the belief during childhood that voting is a duty. The study also intends to contribute to political socialization theory by adopting a longitudinal perspective, by building upon developmental psychology theory and by simultaneously considering the two main childhood socialization agencies: family and school. A series of multivariate models confirms the role of family's socioeconomic status, parental engagement with children's education and non-authoritarian parenting styles, a positive effect that appears stronger than the effects on duty observed for Catholic schools and schools with democratic governance.
AB - Existing literature assumes a link between voting and individuals' political socialization, but no study has explored how political upbringing affects the most important attitudinal predictor of turnout: the duty to vote. Following previous research about the formation of attitudes related to the electoral process and social norms, this study focuses on the socialization agencies and dynamics that might first instill the belief during childhood that voting is a duty. The study also intends to contribute to political socialization theory by adopting a longitudinal perspective, by building upon developmental psychology theory and by simultaneously considering the two main childhood socialization agencies: family and school. A series of multivariate models confirms the role of family's socioeconomic status, parental engagement with children's education and non-authoritarian parenting styles, a positive effect that appears stronger than the effects on duty observed for Catholic schools and schools with democratic governance.
UR - http://www.scopus.com/inward/record.url?scp=85044203399&partnerID=8YFLogxK
U2 - 10.1017/S0008423918000021
DO - 10.1017/S0008423918000021
M3 - Artículo de revisión
AN - SCOPUS:85044203399
VL - 51
SP - 599
EP - 617
JO - Canadian Journal of Political Science
JF - Canadian Journal of Political Science
SN - 0008-4239
IS - 3
ER -