LEADER 04300nam 2200769 a 450 001 9910828186403321 005 20200520144314.0 010 $a1-282-96474-7 010 $a9786612964749 010 $a1-4008-3761-8 024 7 $a10.1515/9781400837618 035 $a(CKB)2560000000051750 035 $a(EBL)664558 035 $a(OCoLC)707067719 035 $a(SSID)ssj0000986447 035 $a(PQKBManifestationID)11527751 035 $a(PQKBTitleCode)TC0000986447 035 $a(PQKBWorkID)10933862 035 $a(PQKB)10966013 035 $a(OCoLC)708253719 035 $a(MdBmJHUP)muse36862 035 $a(WaSeSS)Ind00071754 035 $a(DE-B1597)446837 035 $a(OCoLC)1054880228 035 $a(OCoLC)979623962 035 $a(OCoLC)992541688 035 $a(DE-B1597)9781400837618 035 $a(Au-PeEL)EBL664558 035 $a(CaPaEBR)ebr10443117 035 $a(CaONFJC)MIL296474 035 $a(MiAaPQ)EBC664558 035 $a(EXLCZ)992560000000051750 100 $a20051110d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWhy we vote $ehow schools and communities shape our civic life /$fDavid E. Campbell 205 $aCourse Book 210 $aPrinceton, NJ $cPrinceton University Press$d2006 215 $a1 online resource (284 p.) 225 0 $aPrinceton Studies in American Politics: Historical, International, and Comparative Perspectives ;$v119 300 $a2nd printing and 1st paperback printing, 2008. 311 $a0-691-12525-2 311 $a0-691-13829-X 320 $aIncludes bibliographical references (p. [243]-259) and index. 327 $aVoting 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. 330 $aWhy do more people vote--or get involved in other civic and political activities--in some communities than in others? Why We Vote demonstrates that our communities shape our civic and political engagement, and that schools are especially significant communities for fostering strong civic norms. Much of the research on political participation has found that levels of participation are higher in diverse communities where issues important to voters are hotly contested. In this well-argued book, David Campbell finds support for this view, but also shows that homogenous communities often have very high levels of civic participation despite a lack of political conflict. Campbell maintains that this sense of civic duty springs not only from one's current social environment, but also from one's early influences. The degree to which people feel a sense of civic obligation stems, in part, from their adolescent experience. Being raised and thus socialized in a community with strong civic norms leads people to be civically engaged in adulthood. Campbell demonstrates how the civic norms within one's high school impact individuals' civic involvement--even a decade and a half after those individuals have graduated. Efforts within America's high schools to enhance young people's sense of civic responsibility could have a participatory payoff in years to come, the book concludes; thus schools would do well to focus more attention on building civic norms among their students. 410 0$aPrinceton Studies in American Politics: Historical, International, and Comparative Perspectives 606 $aPolitical participation 606 $aCommunity development 606 $aSocial exchange 606 $aVoluntarism 615 0$aPolitical participation. 615 0$aCommunity development. 615 0$aSocial exchange. 615 0$aVoluntarism. 676 $a323/.042 700 $aCampbell$b David E.$f1971-$01617904 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910828186403321 996 $aWhy we vote$94078140 997 $aUNINA