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Civic development across the transition to adulthood in a national U.S. sample: Variations by race/ethnicity, parent education, and gender.
Developmental Psychology ( IF 4.497 ) Pub Date : 2020-10-01 , DOI: 10.1037/dev0001101
Laura Wray-Lake 1 , Erin H Arruda 1 , John E Schulenberg 2
Affiliation  

Despite a growing understanding about civic development, we know little about whether the developmental course of civic engagement is the same across different types of civic engagement or different groups of youth. To advance developmental science in this area, we documented age-related change in community service, political interest, electoral participation, and political voice across the transition to adulthood by race/ethnicity, parent education, gender, and their interactions. National multicohort probability samples of U.S. high school seniors from the Monitoring the Future study were assessed at baseline (age 18) and followed longitudinally via self-administered mail surveys across 6 follow-up waves to age 29/30. Of the sample (N = 12,557), 51.0% were women, 11.0% were Black, 7.0% were Latinx, 2.3% were Asian, and 75.4% were White. Community service decreased from age 18 to 24, then showed modest recovery. Political interest, electoral participation, and political voice increased steadily from 18 to 24 and less steeply thereafter. Intercepts and (to some extent) slopes varied by race/ethnicity, parent education, gender, and intersections of these factors. Black youth started and remained highest in community service and showed more accelerated growth in political interest and electoral participation. Young women reported higher community service, whereas gender gaps in political engagement trajectories favored young men. Black and Latinx young women stood out as having distinct civic trajectories. The role of parent education varied by race/ethnicity and gender. Diverse civic pathways advance theoretical understanding of civic development. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译:

美国全国样本中成年过渡期间的公民发展:种族/民族、父母教育和性别的差异。

尽管对公民发展的了解越来越多,但我们对不同类型的公民参与或不同青年群体的公民参与的发展过程是否相同知之甚少。为了推进该领域的发展科学,我们记录了种族/族裔、父母教育、性别及其相互作用在向成年过渡期间社区服务、政治兴趣、选举参与和政治声音与年龄相关的变化。来自监测未来研究的美国高中生的全国多队列概率样本在基线(18 岁)进行评估,并通过自我管理的邮件调查纵向跟踪,跨越 6 个后续波次,直至 29/30 岁。在样本 (N = 12,557) 中,51.0% 是女性,11.0% 是黑人,7.0% 是拉丁裔,2.3% 是亚洲人,75.4% 是白人。社区服务从 18 岁减少到 24 岁,然后显示出适度的恢复。政治兴趣、选举参与和政治发言权从 18 人稳步增加到 24 人,此后急剧下降。截距和(在某种程度上)斜率因种族/民族、父母教育、性别和这些因素的交叉而异。黑人青年开始并在社区服务中保持最高水平,并且在政治兴趣和选举参与方面表现出更快的增长。年轻女性报告了更高的社区服务,而政治参与轨迹中的性别差距有利于年轻男性。黑人和拉丁裔年轻女性因其独特的公民轨迹而脱颖而出。家长教育的作用因种族/民族和性别而异。多样化的公民途径促进了对公民发展的理论理解。
更新日期:2020-10-01
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