Understanding Stability and Change in Civic Engagement across Adolescence: A Typology Approach

Autor/inn/en	Wray-Lake, Laura; Shubert, Jennifer
Titel	Understanding Stability and Change in Civic Engagement across Adolescence: A Typology Approach
Quelle	In: Developmental Psychology, 55 (2019) 10, S.2169-2180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wray-Lake, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000772
Schlagwörter	Adolescents; Citizen Participation; Change; Classification; Longitudinal Studies; National Surveys; Gender Differences; Racial Differences; Educational Attainment; Parent Background; Discussion; Parent Child Relationship; Peer Relationship; Middle School Students; High School Students; Individual Development + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Wandel; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Rassenunterschied; Bildungsabschluss; Bildungsgut; Elternhaus; Diskussion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Individuelle Entwicklung
Abstract	Developmental theory posits that youth are civically engaged in different ways, patterns of civic development vary across individuals, and both stability and change in youth civic engagement can be influenced by experiences in context. Drawing on these notions, we used a longitudinal person-oriented approach to document stability and change in civic engagement typologies across adolescence. Sociodemographic differences were tested to understand adolescents' civic developmental starting points in eighth grade, and civic discussions with parents and friends were examined as time-varying predictors of stability and change in civic engagement across eighth to 12th grades. Using national U.S. Longitudinal Study of American Youth data (N = 3701), 5 annual assessments of civic engagement (civic values, political behaviors, and future civic expectations) served as latent transition analysis (LTA) indicators. A 4-class model was comprised of "civic leaders," "informed future voters," "civic sympathizers," and "unengaged" youth. Civic engagement typologies in eighth grade varied systematically by gender, parent education, and race/ethnicity in ways that replicate and extend prior research. Civic discussions with parents and friends predicted stability in all 3 engaged typologies. Civic discussions with parents also predicted growth out of the "unengaged" group, whereas civic discussions with friends predicted remaining "unengaged" later in high school. Findings underscore patterns of civic inequality that are evident early in adolescence and illustrate the role of civic discussions in sustaining and increasing youth civic engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01