Curricular tracking and civic and political engagement
| Autor: | Jacqueline Witschge, Herman G. van de Werfhorst |
|---|---|
| Přispěvatelé: | Institutions, Inequalities, and Life courses (IIL, AISSR, FMG) |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Secondary education
Sociology and Political Science Politikwissenschaft Lehrplan soziale Ungleichheit Sociology & anthropology Developmental psychology secondary education 050602 political science & public administration comparative research Social inequality citizens' involvement Young adult Political Process Elections Political Sociology Political Culture Political science bürgerschaftliches Engagement politische Aktivität politische Willensbildung politische Soziologie politische Kultur junger Erwachsener social inequality ISSP 05 social sciences Jugendlicher longitudinal study Sorting 050301 education Political engagement International Social Survey Programme: Citizenship - ISSP 2004 ZA4800: European Values Study 2008: Integrated Dataset (EVS 2008) [Civic and political engagement curricular tracking education systems higher education enrolment comparative study Civic Education Study (CIVED) 1999 ZA3950] Sekundarbereich Längsschnittuntersuchung 0506 political science vergleichende Forschung political activity Sociology of Education education system Bildungswesen Soziologie Anthropologie adolescent ddc:320 Bildungs- und Erziehungssoziologie young adult Tracking (education) ddc:301 syllabus Psychology EVS 0503 education |
| Zdroj: | Acta Sociologica, 63(3), 284-302. SAGE Publications Ltd Acta Sociologica |
| ISSN: | 0001-6993 |
| DOI: | 10.1177/0001699318818650 |
| Popis: | Country-case studies examining the relation between curricular tracking (ability sorting) in secondary education and civic and political engagement (CPE) have led to mixed findings. This calls for a comparative approach. Thus far, as a result of the available data, comparative studies examining the effect of curricular tracking on civic engagement have been cross-sectional in nature. In this paper, we introduce a longitudinal approach by drawing from two cross-sectional surveys with identical CPE measures for the same birth cohort before and after tracking (CIVED 1999, ISSP 2004 and EVS 2008). We examine the relation between the duration of curricular tracking and the development of CPE between the age of 14 and young adulthood in 25 countries. The results show that a longer tracked curriculum is negatively related to the development of civic and political engagement, particularly at the lower part of the distribution. Moreover, we find that the negative relation between length of the tracked curriculum and CPE is mediated by enrolment rates for higher education. This result suggests that tracking does not directly negatively affect civic and political engagement, but does so because it is associated with reduced participation in higher education. |
| Databáze: | OpenAIRE |
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