School social segregation and social inequalities in political engagement among 16 to 20 year olds in fourteen countries

This paper assesses the explanatory power of a perspective arguing that school social segregation enhances social inequalities in political engagement because of the distinct effects that concentrations of adolescents of disadvantaged backgrounds in educational settings generate. It tests this argument with data of the 2000 Civic Education Study among Upper Secondary students and uses intentions to participate and political competences as outcomes to represent political engagement. Social inequalities in political competences turn out to be greater in states with the most segregated systems, but social disparities in intentions to participate are unrelated to the level of segregation. The paper argues that policy makers should consider creating a more integrated school system if they seek to reduce social inequalities in informed political participation

Values in times of austerity: A cross-national and cross-generational analysis

It is common knowledge that in times of recession people lose confidence in the government and in other state institutions. Political scientists have pointed out that a loss of faith in a particular government or parliament does not necessarily amount to an erosion of civic culture as the cultural foundation of liberal democracy is broader. However, the recent recession has been unusually severe and long-lasting and some countries have only just started to climb out of it. It is an open question whether civic culture is so resilient that it can even weather exceptionally serious economic crises such as the recent one. As often happens in times of crisis, young people have been most affected by the recent crisis, and one may thus expect this age group to show the steepest drops in civic values. The current article examined the impact of the recession on the civic values of different generations across a selection of European and western states. Analyses of both short and long-term trends based on European Social Survey (ESS) and World Values Survey (WVS) data showed that social trust, tolerance, active civic participation and post-materialism values, as civic culture indicators, are not susceptible to economic downturns, confirming the idea that civic values need to be distinguished from political trust. Correlational analysis provided additional support for this finding as it showed no links between changes in civic culture indicators and changes in economic performance. However, civic dispositions were found to be related to overall levels of economic prosperity and performance, indicating that such dispositions are not wholly immune to material conditions. This led us to surmise that civic culture is more susceptible to enduring processes affecting people’s life chances and well-being than to fleeting phenomena such as economic crises

Tracking and political engagement: an investigation of the mechanisms driving the effect of educational tracking on voting intentions among upper secondary students in France

Many scholars argue that the practice of educational tracking exerts a distinct effect on young people’s political engagement. They point out that students in academic tracks are becoming more politically engaged than those than those in vocational ones, and suggest that this may be due to differences across tracks in the curriculum, pedagogy, peer environment or student self-confidence. The current paper aims to investigate whether tracking is related to political engagement through any of these four mechanisms. It uses survey data collected among students in the final year of upper secondary education in France and employs a stepwise multilevel analysis to explore this question. It finds little differences between tracks in the curriculum and in pedagogy relevant for political engagement. Students in academic tracks nonetheless express a stronger commitment to vote than those in vocational ones. This difference between tracks disappears when the social composition of the school population is taken into account, suggesting that the peer environment is the primary mechanism driving the effect of tracking in France. However, in contexts with greater variation between the tracks in curriculum and pedagogy, the latter may well be equally or more important mechanisms

Does Participation in Adult Education Increase Volunteering? An Analysis of British Longitudinal Data

High-quality longitudinal data from the UK Household Longitudinal Study gives us the opportunity to investigate whether participation in adult education (AE) fosters volunteering, and whether this depends on the volume of AE, its content, or on the qualification obtained with it. From a public enlightenment perspective, we would only expect to find an effect if the content of AE relates to social issues and domains relevant for volunteering. Yet theories emphasizing AE as a place of encounter and an activity that strengthens self-confidence would expect a positive effect regardless of the content but depending on the volume and the obtained qualification. Our results from a person fixed-effects model reveal a significant and positive effect of participation in AE on volunteering in general, while volume, content, and obtained qualifications appear to make no difference. These findings provisionally suggest that social interactions and self-perceptions explain civic returns to AE

Back on track? How civic learning opportunities widen the political knowledge gap in a tracked education system

This article examines how different civic learning opportunities relate to students’ political knowledge in different school tracks. Existing studies have found that citizenship teaching can not only enhance overall levels of civic outcomes but also mitigate inequalities. However, educational achievement studies emphasize the risk of a tracked school context exacerbating the general knowledge gap. Combining these findings, we do not know whether efforts in the vocational track to enhance civic outcomes can still reduce civic inequalities. This study relies on the International Civic and Citizenship Education Study (ICCS) 2016 data. It uses multilevel analysis to examine how the civic learning opportunities schools offer (as perceived by students) are related to civic knowledge across different tracks. It finds that cross-track differences in civic knowledge are not smaller in schools rich in civic learning opportunities. We provisionally propose that this is due to differences across tracks in the levels and the nature of the civic learning opportunities provided

Income Inequality and Economic Downturn in Europe: A Multi-Level Analysis of their Consequences for Political Participation

The ongoing rise of inequality and the outbreak of the economic crisis since 2008 have fueled the debate about the effects of macro-economic processes on democracy in general, and on political participation in particular. Whereas the effect of economic disparity is well documented in the literature, the implications of the economic downturn have not been sufficiently evaluated so far. The article addresses this gap by offering a comprehensive overview of the impact of these macro-economic factors on individual political participation in Europe. Using data from the first six rounds of the European Social Survey, it shows that income inequality reduces participation and enlarges the participatory gap between better- and worse-off. In contrast, economic contraction has no effect on the overall level of participation and makes the poor participate more and the rich less

Nanoparticle–membrane interactions

Engineered nanomaterials have a wide range of applications and as a result, are increasingly present in the environment. While they offer new technological opportunities, there is also the potential for adverse impact, in particular through possible toxicity. In this review, we discuss the current state of the art in the experimental characterisation of nanoparticle-membrane interactions relevant to the prediction of toxicity arising from disruption of biological systems. One key point of discussion is the urgent need for more quantitative studies of nano-bio interactions in experimental models of lipid system that mimic in vivo membranes

Plant ecology meets animal cognition: impacts of animal memory on seed dispersal

We propose that an understanding of animal learning and memory is critical to predicting the impacts of animals on plant populations through processes such as seed dispersal, pollination and herbivory. Focussing on endozoochory, we review the evidence that animal memory plays a role in seed dispersal, and present a model which allows us to explore the fundamental consequences of memory for this process. We demonstrate that decision-making by animals based on their previous experiences has the potential to determine which plants are visited, which fruits are selected to be eaten from the plant and where seeds are subsequently deposited, as well as being an important determinant of animal survival. Collectively, these results suggest that the impact of animal learning and memory on seed dispersal is likely to be extremely important, although to date our understanding of these processes suffers from a conspicuous lack of empirical support. This is partly because of the difficulty of conducting appropriate experiments but is also the result of limited interaction between plant ecologists and those who work on animal cognition