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Comparative Perspectives on Political Socialization and Civic Education

From the late 1950s through the 1970s, there was considerable research conducted on political socialization and on the related topic of civic or citizenship education. Researchers investigated political attitudes and behavior in students from second grade through high school, with some studies following these cohorts into adulthood '. Much of this research was conducted by political scientists who were concerned about tracing partisanship from generation to generation, or about assessing the sources of diffuse support for the national political system,2 or about understanding the roots of student protest.3 A few psychologists and sociologists interviewed or surveyed youth, often concerning attitudes toward authority, the nation, or economics.4 Some attempted to shed light on the effectiveness of particular models of citizenship education. A few scholars pointed to the divergences between the socialization of white and of Hispanic or African American youth. Most of this research posited a straightforward model of process. Socialization agents (families, schools, other authority figures) acting to further their own interests and those of society attempted to inculcate certain values, attitudes, knowledge, or behaviors. Youth then assimilated or incorporated this knowledge or these attitudes. Homogeneity of values was assumed to exist among most societal groups. If political learning was inadequate, ineffective socialization agents were responsible. Few researchers considered that the messages of these agents might contradict each