The virtue in youth civic participation

This paper provides a summary of our past and recent work on the questions of whether and how involvement in community service promotes civic and political development in youth. We focus not on the psychological attributes adolescents bring to service, but on the conditions which make the service experience an opportunity for discovering one\u27s relationship to ongoing value traditions toward society, its problems, and well-being. Our most recent work was centered on four specific issues. Using a quasi-experimental longitudinal design, we found that (1) school-based required service does not dampen enthusiasm in students who already favor service, whereas it generates interest in civic life in students with no prior service experience. Using a path model covering a 2-year period, we found also that (2) participation in challenging service led to a process in which contributions to a sponsoring organization eventuated in changes in the self, increased helpfulness, and ultimately to civic engagement. (3) We found further that adolescents with a clear sense of their identity chose to do challenging service which, in turn, sustained their clarity of self over a 2-year period. (4) Using a nationally representative sample of youth, we found that young adults of age 26 were more likely to have voted and to have done volunteer service when they did do service when they were in high school 8 years previously. It made no difference whether their service during high school was required or voluntary, thus, complementing the results of the first study. Our conclusion is that policy makers should not shy away from having youth participate in civic and political processes. The experience helps to frame civic identities which have lasting positive consequences. (DIPF/Orig.)Dieser Beitrag bietet einen Überblick über unsere bisherige Forschung zur Frage, ob und wie gemeinnützige Tätigkeit bürgerschaftliches und politisches Engagement bei Jugendlichen fördert. Dabei werden weniger die psychischen Dispositionen betrachtet, die Jugendliche dazu motivieren, gemeinnützige Tätigkeit aufnehmen. Vielmehr stehen die Bedingungen im Vordergrund, unter denen gemeinnützige Tätigkeit dazu beitragen kann, dass Jugendliche ihre Eingebundenheit in gesellschaftliche Prozesse entdecken. Unsere jüngere Forschung hat dabei vier Aspekte in den Mittelpunkt gerückt: (1.) Verpflichtende gemeinnützige Tätigkeit im Rahmen der High School-Zeit mindert nicht die Bereitschaft und Begeisterung Jugendlicher, sich freiwillig zu engagieren. Sie erzeugt vielmehr politisches Interesse bei Jugendlichen, die vor dem verpflichtenden Service nicht gemeinnützig tätig waren. In einer Längsschnittstudie fanden wir mittels Strukturgleichungsmodellen (2.), dass gemeinnützige Tätigkeit in direkter Interaktion mit bedürftigen Menschen in karitativen Organisationen zu einem veränderten Selbstbild, erhöhter Hilfsbereitschaft und zu politischer Sensibilisierung führt. Wir fanden (3.), dass Jugendliche mit einem konturierten Selbstbild eher herausfordernde gemeinnützige Tätigkeiten wählten, was ihrer Identitätsentwicklung nochmals förderlich war. (4.) An einem für die USA repräsentativen Jugend-Survey konnten wir zeigen, dass junge Erwachsene im Alter von 26 Jahren eher wählen gehen, wenn sie als Jugendliche gemeinnützig aktiv waren. Dies unabhängig davon, ob es sich dabei um verpflichtenden oder freiwilligen Service handelte. Unsere Schlussfolgerung ist, dass politische Entscheidungsträger gemeinnützige Tätigkeit Jugendlicher fördern sollten, weil Heranwachsenden die dabei gemachten Erfahrungen helfen, eine bürgerschaftliche Identität mit lang anhaltenden, positiven Wirkungen für die Demokratie zu entwickeln. (DIPF/Orig.

Community Service and Political Identity Development in Adolescence

This article addresses the interconnection of political socialization and identity development. We begin with Erikson \u27s work, which identified the development of political commitment in adolescence as a key aspect of identity formation. We then seek to shed light on the social processes through which youth become engaged in political activities and issues. We discuss the influences of family and peers as well as participation in community service and other civic activities. The development of social responsibility and agency, and an understanding of the complexity of social issues are considered as important facets of political commitment. Data from a case study of Black urban adolescents who participated in a year-long service learning program are used to illustrate our perspective. We conclude that social-historical context, instantiated in social relationships and actions, plays a pivotal role in the process and shape of political socialization and identity formation

What We Know About Engendering Civic Identity

Taking the position that there is a developmental process in the formation of citizenship, the authors reviewed studies that reported a link between youth\u27s participation in organized activities and civic behaviors 15 or more years later in adulthood. Data uniformly showed that students who participated in high school government or community service projects, meant in the broad sense, are more likely to vote and to join community organizations than are adults who were nonparticipants during high school. Results support the authors\u27 view that participation during the youth era can be seminal in the construction of civic identity that includes a sense of agency and social responsibility in sustaining the community\u27s well-being

Religion, community service, and identity in American youth

The role of religion in identity development has, for many years, been a relatively neglected topic In psychology. To demonstrate the importance of religion to the formation of identity, this paper presents evidence connecting community service and religiousness in American youth. Data are reviewed that show youth are heavily involved in volunteer service; many youth view religion as important and those who do so are more likely to do service than youth who do not believe that religion Is important in their lives; involvement in church-sponsored service makes it more likely that youth will adopt the religious rationale in which service is couched; and youth who do church-sponsored service are neither service nerds nor single-Issue tunnel-visioned adolescents. These data from nationally representative samples strengthen the case that the many contemporary youth who take religion seriously are vibrantly engaged in their schooling, in the betterment of communities, and the development of identities which presage healthy lives

Children In the Garden of Democracy: The Meaning of Civic Engagement in Today’s Egypt

This is the second in a series of reports on the current wave of youth civic engagement in Egypt. Our goal is to offer an on-the-ground account of the unfolding political changes in Egypt from the perspective a small group of young activists from Cairo and Alexandria. Our first report was based on interviews with these youth who described their involvement in the demonstrations of early 2011 that led to the resignation of Hosni Mubarak. We viewed their comments in terms of a social-movement approach to civic engagement. These young people spelled out their grievances against Mubarak’s government, the ideological outlook they shared on political reform, the opportunities that enabled their actions, and the organizational apparatus that made this momentous event possible (Barber & Youniss, 2012). This paper is a reflective analysis of questions that have emerged in our research. We continued to interview these same youth activists over the past year and correlated their evolving views first with our further exploration of Egypt’s complex political situation and second with our knowledge of recent social scientific thought regarding civic engagement among youth. This triangulation leads us to consider three kinds of questions: 1) how to assess civic engagement adequately in a population of youth that lived under politically restrictive conditions; 2) how new definitions of active Egyptian citizenship are emerging; and 3) what these new definitions imply for engagement in the future

Adolescents with Learning Disabilities

The subjective experiences of adolescents with learning disabilities (LD) were compared to those of their low-achieving and normally achieving peers. Three groups of juniors and seniors from one suburban high school district, 18 students with learning disabilities (15 males, 3 females), 17 low-achieving students (12 males, 5 females), and 20 average-achieving students (12 males, 8 females), were given electronic pagers and booklets for 1 week. They were signaled every 40 minutes during school hours, and every 2 hours after school. As soon as possible after receiving a signal, they responded to questions in their booklets. The questions provided subjective measures on levels of affect, activation, cognitive efficiency, self-esteem, motivation, and feedback from others. The students with learning disabilities reported feeling more positive and active than either of the other groups during school hours, while after school there were no differences on any of the subjective measures for the three groups. Specific LD school practices are highlighted for their probable impact on the heightened affect and activation of the students with learning disabilities.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68706/2/10.1177_002221949302600912.pd