Curricular tracking and civic and political engagement: Comparing adolescents and young adults across education systems.

Autor/inn/en	Witschge, Jacqueline; Werfhorst, Herman G. van de
Titel	Curricular tracking and civic and political engagement: Comparing adolescents and young adults across education systems.
Quelle	In: Acta sociologica, 63 (2020) 3, S. 284-302 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1502-3869
DOI	10.1177/0001699318818650
Schlagwörter	Survey; Längsschnittuntersuchung; Vergleichende Forschung; Soziale Ungleichheit; Sekundarbereich; Lehrplan; Bürgerschaftliches Engagement; Engagement; Politische Betätigung; Zivilgesellschaft; Sozialwissenschaften; Jugendlicher; Junger Erwachsener
Abstract	Country-case studies examining the relation between curricular tracking (ability sorting) in secondary education and civic and political engagement (CPE) have led to mixed findings. This calls for a comparative approach. Thus far, as a result of the available data, comparative studies examining the effect of curricular tracking on civic engagement have been cross-sectional in nature. In this paper, we introduce a longitudinal approach by drawing from two cross-sectional surveys with identical CPE measures for the same birth cohort before and after tracking (CIVED 1999, ISSP 2004 and EVS 2008). We examine the relation between the duration of curricular tracking and the development of CPE between the age of 14 and young adulthood in 25 countries. The results show that a longer tracked curriculum is negatively related to the development of civic and political engagement, particularly at the lower part of the distribution. Moreover, we find that the negative relation between length of the tracked curriculum and CPE is mediated by enrolment rates for higher education. This result suggests that tracking does not directly negatively affect civic and political engagement, but does so because it is associated with reduced participation in higher education.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2021/4