Just another brick in the wall? The relationship between classroom-based political education and the political interest of young adults in Switzerland.

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Autor/Urheber	Stadelmann-Steffen, Isabelle; Sulzer, Linda
Institution	Taylor & Francis
Titel	Just another brick in the wall? The relationship between classroom-based political education and the political interest of young adults in Switzerland.
Quelle	In: Stadelmann-Steffen, Isabelle; Sulzer, Linda (2018). Just another brick in the wall? The relationship between classroom-based political education and the political interest of young adults in Switzerland. Journal of Youth Studies, 21(4), pp. 550-573. Taylor & Francis 10.1080/13676261.2017.1395832 doi:10.7892/boris.113256; doi:10.1080/13676261.2017.1395832; urn:issn:1367-6261; Sulzer, Linda (2018). Just another brick in the wall? The relationship between classroom-based political education and the political interest of young adults in Switzerland. Journal of Youth Studies, 21(4), pp. 550-573. Taylor & Francis 10.1080/13676261.2017.1395832(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.7892/boris.113256
Schlagwörter	320 Political science
Abstract	This article asks whether political education at upper secondary school – i.e. shortly before or at the age when young people receive the right to vote – affects individual political interest as well as differences in political interest between social groups. Empirically, we use a novel data set combining individual student data with information on classroom-based political education as well as teacher characteristics. We do not find support for a more or less automatic and positive effect of classroom-based political education on young people's political interest. Whereas we analyzed three dimensions of political education (knowledge, skills, arousing interest in politics), the skills dimension was the only one that exhibited a consistent positive (and mostly significant) relationship with young peoples' political interest. Moreover, classroom-based political education seems not to compensate for a lack of political socialization at home but rather tends to affect students with politically interested parents most strongly.
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