Preparing the Next Generation for Electoral Engagement: Social Studies and the School Context

Abstract

In an era of accountability focused primarily on academic outcomes, it may be useful to reconsider the other original aim of U.S. schools: citizenship development. Using longitudinal, nationally representative data (Adolescent Health and Academic Achievement Study [AHAA] and the National Longitudinal Study of Adolescent Health [Add Health]), we employ multilevel models to investigate the effects of social science programs and other measures of school context on young adult voting and voter registration. Findings suggest that school social science context directly influences young adult electoral engagement to the extent that peers’ social science performance can counteract an individual’s low level of social connection to produce an active voter in young adulthood.