UID:
almafu_9960118370102883
Format:
1 online resource (xvi, 266 pages) :
,
digital, PDF file(s).
ISBN:
1-108-80842-5
,
1-108-80048-3
,
1-108-77044-4
Content:
In 2016, 90% of young Americans reported an interest in politics. 80% intended to vote. Yet only 43% of people between the ages of 18 and 29 ended up actually casting a ballot. Making Young Voters investigates what lies at the core of this gap. The authors' in-depth, interdisciplinary approach reveals that political apathy is not the reason for low levels of youth turnout. Rather, young people too often fail to follow through on their political interests and intentions. Those with 'noncognitive' skills related to self-regulation are more likely to overcome internal and external barriers to participation. This book combines theory from psychology, economics, child development, and more to explore possible solutions rooted in civic education and electoral reform. This potentially paradigm-shifting contribution to the literature of American politics serves to influence not only our understanding of voter turnout, but also the fundamental connections between the education system, electoral institutions, and individual civic behavior in a democracy. How young people vote affects not only each individual future, but that of the United States, and of us all.
Note:
Title from publisher's bibliographic system (viewed on 18 Feb 2020).
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Cover -- Half-title -- Title page -- Copyright information -- Contents -- List of Figures -- List of Tables -- Acknowledgments -- 1 The Puzzle of Low Youth Turnout -- 1.1 The Problem: Low Youth Turnout -- 1.2 Why Low Youth Turnout Matters -- 1.3 The Puzzle: It's Not for Lack of Political Motivation -- 1.4 Considering Follow-Through The Role of Noncognitive Skills -- 1.5 Theoretical and Policy Implications -- 1.6 Overview of the Book -- Part I Noncognitive Skills and Youth Turnout -- 2 Rethinking What Makes Voters -- 2.1 Classic Theories of Voter Turnout -- 2.2 The Resource Model -- 2.3 Revising the Classic Theories -- 2.3.1 Revisiting the Costs of Voting -- 2.4 Noncognitive Skills and Voting: Promoting Follow-Through -- 2.5 Building on Previous Literature -- 2.6 The Challenge of Evaluating the Role of Noncognitive Skills -- 3 What Are Noncognitive Skills? -- 3.1 Defining Noncognitive Skills -- 3.1.1 The Malleability of Noncognitive Skills -- 3.2 Operationalizing Noncognitive Skills -- 3.2.1 Data about Noncognitive Skills -- 3.3 What Noncognitive Skills Are Not -- 3.3.1 Comparison to Cognitive Ability and Socioeconomic Status -- 3.3.2 Comparison to Personality -- 3.4 Measuring and Testing the Effect of Noncognitive Skills -- 3.5 The Big Picture -- 4 Evidence Noncognitive Skills Increase Voting -- 4.1 Methodological Approach -- 4.1.1 Observational Methods -- 4.2 Observational Results -- 4.2.1 Results from All Available Data Sources -- 4.2.2 Robustness Checks -- 4.3 Exploring the Mechanisms -- 4.3.1 Heterogenous Effects in the Observational Samples -- 4.4 Experimental Methods -- 4.4.1 Short-Term Activation of Noncognitive Skills -- 4.4.2 Short-Term Activation of NoncognitiveSkills: Findings -- 4.4.3 Long-Term Improvements in Noncognitive Abilities -- 4.4.4 Long-Term Improvements in Noncognitive Abilities: Findings.
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4.4.5 Fast Track's Heterogeneities -- 4.4.6 Fast Track's Potential Mechanisms -- 4.4.7 Evidence from Other Large-Scale Experimental Designs -- 4.5 The Big Picture -- Part II Public Policies and Youth Turnout -- 5 Rethinking Civic Education -- 5.1 Civic Education in the United States -- 5.1.1 The Decline of Civic Education in anAccountability Era -- 5.2 Are Facts and Knowledge Enough? -- 5.3 Assessing Civic Education Effects -- 5.4 Empirical Results -- 5.5 Where Does Civics Go from Here? -- 5.6 What Schools Can Do: Rethinking Civic Education -- 5.6.1 What Schools Can Do, #1: Focus on Applied Learning -- 5.6.2 What Schools Can Do, #2: Timing Matters -- 5.6.3 What Schools Can Do, #3: Integrating Civics -- 5.7 The Big Picture -- 6 Promoting Follow-Through by Reducing the Cost of Voting -- 6.1 Why Explore the Effect of Electoral Rules on Youth Turnout -- 6.2 Data and Methods for This Chapter -- 6.2.1 Methodological Approach -- 6.3 Results: The Effect of Electoral Rules on Youth Voting -- 6.3.1 Why Do Some Electoral Reforms Work, but Others Fall Short? -- 6.3.2 Who Do Electoral Reforms Help the Most? -- 6.3.3 Considering the Effect of Easing Registering/Voting Overall -- 6.4 Electoral Reforms on the Horizon -- 6.5 The Political Dynamics of Electoral Laws -- 6.6 Considerations in Designing Tomorrow's Electoral Reforms -- 6.7 The Big Picture -- 7 Looking Ahead -- 7.1 Theoretical Implications -- 7.2 Policy Implications -- 7.3 What Electoral Reformers Can Do -- 7.4 What Schools Can Do -- 7.5 What Campaigns and Youth Advocacy Groups Can Do -- 7.6 Directions for Future Research -- 7.7 The Big Picture: Making Young Voters -- Appendix -- A.1 Chapter 1 Appendix -- A.2 Chapter 2 Appendix -- A.2.1 Interview Guide for Qualitative Interviews with Civics Teachers -- A.2.2 Interview Guide for Qualitative Interviews with Young People -- A.3 Chapter 3 Appendix -- A.3.1 WLS.
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A.3.2 NLSY79 -- A.3.3 NELS:88 -- A.3.4 Fast Track -- A.3.5 Add Health -- A.3.6 NLSY97 -- A.3.7 ELS:2002 -- A.3.8 CCES Module, 2014 -- A.3.9 WCPSS -- A.3.10 Who Has Noncognitive Skills? -- A.4 Chapter 4 Appendix -- A.5 Chapter 5 Appendix -- A.6 Chapter 6 Appendix -- Bibliography -- Index.
Language:
English
Subjects:
Political Science
,
Ethnology
URL:
Volltext
(URL des Erstveröffentlichers)
URL:
Volltext
(URL des Erstveröffentlichers)
URL:
https://doi.org/10.1017/9781108770446
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