Tracking and Political Engagement: An Investigation of the Mechanisms Driving the Effect of Educational Tracking on Voting Intentions among Upper Secondary Students in France

Autor/inn/en	Janmaat, Jan Germen; Mons, Nathalie
Titel	Tracking and Political Engagement: An Investigation of the Mechanisms Driving the Effect of Educational Tracking on Voting Intentions among Upper Secondary Students in France
Quelle	In: Research Papers in Education, 38 (2023) 3, S.448-471 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2022.2028890
Schlagwörter	Political Attitudes; Voting; Track System (Education); Comparative Analysis; Secondary School Students; Peer Influence; Foreign Countries; Academic Education; Vocational Education; Teaching Methods; Student Attitudes; Student Characteristics; Citizen Participation; Intention; France + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Abstimmung; Leistungsgruppe; Leistungsdifferenzierung; Sekundarschüler; Ausland; Akademische Bildung; Ausbildung; Berufsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Frankreich
Abstract	Many scholars argue that the practice of educational tracking exerts a distinct effect on young people's political engagement. They point out that students in academic tracks are becoming more politically engaged than those than those in vocational ones, and suggest that this may be due to differences across tracks in the curriculum, pedagogy, peer environment or student self-confidence. The current paper aims to investigate whether tracking is related to political engagement through any of these four mechanisms. It uses survey data collected among students in the final year of upper secondary education in France and employs a stepwise multilevel analysis to explore this question. It finds little differences between tracks in the curriculum and in pedagogy relevant for political engagement. Students in academic tracks nonetheless express a stronger commitment to vote than those in vocational ones. This difference between tracks disappears when the social composition of the school population is taken into account, suggesting that the peer environment is the primary mechanism driving the effect of tracking in France. However, in contexts with greater variation between the tracks in curriculum and pedagogy, the latter may well be equally or more important mechanisms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01