04327nam 2200769 a 450 991079144050332120200520144314.01-282-96474-797866129647491-4008-3761-810.1515/9781400837618(CKB)2560000000051750(EBL)664558(OCoLC)707067719(SSID)ssj0000986447(PQKBManifestationID)11527751(PQKBTitleCode)TC0000986447(PQKBWorkID)10933862(PQKB)10966013(OCoLC)708253719(MdBmJHUP)muse36862(WaSeSS)Ind00071754(DE-B1597)446837(OCoLC)1054880228(OCoLC)979623962(OCoLC)992541688(DE-B1597)9781400837618(Au-PeEL)EBL664558(CaPaEBR)ebr10443117(CaONFJC)MIL296474(MiAaPQ)EBC664558(EXLCZ)99256000000005175020051110d2006 uy 0engur|n|---|||||txtccrWhy we vote[electronic resource] how schools and communities shape our civic life /David E. CampbellCourse BookPrinceton, NJ Princeton University Press20061 online resource (284 p.)Princeton Studies in American Politics: Historical, International, and Comparative Perspectives ;1192nd printing and 1st paperback printing, 2008.0-691-12525-2 0-691-13829-X Includes bibliographical references (p. [243]-259) and index.Voting alone -- Putting Madison and Tocqueville to the test : the dual motivations theory of public engagement -- Further implications of the dual motivations theory -- Social networks -- Social environments and adolescents' public engagement -- The links between adolescents' and adults' public engagement -- Adolescents' social environments and adults' public engagements : the civic motivation model -- Conclusion : implications for theory and policy.Why do more people vote--or get involved in other civic and political activities--in some communities than in others? Why We Vote demonstrates that our communities shape our civic and political engagement, and that schools are especially significant communities for fostering strong civic norms. Much of the research on political participation has found that levels of participation are higher in diverse communities where issues important to voters are hotly contested. In this well-argued book, David Campbell finds support for this view, but also shows that homogenous communities often have very high levels of civic participation despite a lack of political conflict. Campbell maintains that this sense of civic duty springs not only from one's current social environment, but also from one's early influences. The degree to which people feel a sense of civic obligation stems, in part, from their adolescent experience. Being raised and thus socialized in a community with strong civic norms leads people to be civically engaged in adulthood. Campbell demonstrates how the civic norms within one's high school impact individuals' civic involvement--even a decade and a half after those individuals have graduated. Efforts within America's high schools to enhance young people's sense of civic responsibility could have a participatory payoff in years to come, the book concludes; thus schools would do well to focus more attention on building civic norms among their students.Princeton Studies in American Politics: Historical, International, and Comparative PerspectivesPolitical participationCommunity developmentSocial exchangeVoluntarismPolitical participation.Community development.Social exchange.Voluntarism.323/.042Campbell David E.1971-1512338MiAaPQMiAaPQMiAaPQBOOK9910791440503321Why we vote3844226UNINA