ABSTRACT

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.

摘要

本文评估了一种观点的解释力，该观点认为学校社会隔离加剧了政治参与中的社会不平等，因为在教育环境中处于不利背景的青少年集中会产生明显的影响。它用 2000 年高中学生公民教育研究的数据检验了这一论点，并使用参与意愿和政治能力作为结果来代表政治参与。在具有最隔离制度的国家中，政治能力方面的社会不平等更为严重，但参与意愿的社会差异与隔离程度无关。该论文认为，如果政策制定者寻求减少社会不平等知情的政治参与。