POLITICAL SOCIALIZATION

POL SCI 141

PB: PMs
 LEARNING OBJECTIVES
• How do people develop an understanding of
their political culture?
• What is political socialization, and why is it
important?
• What constitutes a political generation
 POLITICAL SOCIALIZATION?
• It is a particular type of political learning
whereby people develop the attitudes, values,
beliefs, opinions, and behaviors that are
conducive to becoming good citizens in their
country.
 PS continues. . . . . . .
• Socialization is largely a one-way process
through which young people gain an
understanding of the political world through
their interaction with adults and the media.
The process is REPRESENTED by the following
MODEL:
 MODEL
• WHO (subjects) learns what (political values,
beliefs, attitudes, behaviors) from whom
(agents)under what circumstances
with what effects
 AGENTS OF SOCIALIZATION
• Parents
• Teachers convey orientations
• Mass Media to subjects, who are
mostly passive
 EXAMPLE
• PARENTS who take an active role in POLITICS
and VOTE every election often influence their
children to do the same.
• YOUNG PEOPLE who see TELEVISION
COVERAGE of their peers volunteering in the
community may take cues from these
depictions and engage in community service
themselves.
 EXAMPLE continues. . . .
• THE CIRCUMSTANCES under which POLITICAL
SOCIALIZATION can take place are almost
limitless. Young people can be socialized to
politics through dinner conversations with
family members, watching TV and movies,
participating in a Fb group, or texting with
friends.
 EXAMPLE continues. . . . .
• THE EFFECTS of these experiences are highly
variable, as people can accept, reject, or
ignore political messages.
 OTHER SCHOLARS’ VIEW ON PS
• PS is akin to INDOCTRINATION, as it forces
people to conform to the STATUS QUO and
inhibits freedom and creativity.
• However, socialization is not always aimed at
supporting democratic political orientations or
institutions. (some groups socialize their
members to values and attitudes that are
wildly at odds with the status quo)
 PS: OVER THE LIFE COURSE
• Political learning begins early in childhood and
continues over a person’s lifetime.
• The development of a political self begins
when children realize that they belong to a
particular town and eventually that they are
Americans.
 PS LIFE COURSE continues. . . .
• Jack Dennis, David and Sylvia Easton (Children
in the Political System): Awareness of politics
as a distinct realm of experience begins to
develop in the preschool years.
 EXAMPLE
• Younger children tend to personalize
government.
The first political objects recognized by children
are the president of the US and the police officer
Children tend to idealize political figures,
although young people today have a less
positive view of political actors than in the past.
 EXAMPLE continues. . . .
• This trend is partially a result of the media’s
preoccupations with personal scandals
surrounding politicians.
• YOUNG PEOPLE often have warm feelings
toward the political system. Children can
develop patriotic values through school rituals
such as singing the “Star Spangled Banner” at
the start of each day.
 EXAMPLE continues. . . .
• As children mature, they become increasingly
sophisticated in their perceptions about their
place in the political world and their potential
for involvement: they learn to relate abstract
concepts that they read about in textbooks
like this one to real-world actions, and they
start to associate the requirements of
democracy and majority rule with the need to
vote when they reach the age of twenty-one.
 EXAMPLE continues. . . .
• YOUNG PEOPLE who participate in community
service projects can develop a long-term
commitment to volunteering and political
participation.
• People are the most politically impressionable
during the period from their midteens through
their midtwenties, when their views are not
set and they are open to new experiences.
 EXAMPLE continues. . . .
• Niemi, et al : College allows students to
encounter people with diverse views and
provides opportunities for political
engagement. Young people may join a cause
because it hits close to home.
 EXAMPLE continues. . . .
• After the media publicized the case of a
student who committed suicide after his
roommate allegedly posted highly personal
videos of him on the Internet, students
around the country became involved in
antibullying initiatives, (Sapiro, Virginia). “The
Political Integration of Women.”
 Discussion continues. . . .
• Significant events in adults’ lives can radically
alter their political perspectives, especially as
they take on new roles, such as worker,
spouse, parent, homeowner, and retiree
(Culter, Neal E.)- “Aging and Adult Political
Socialization.” This type of transition is
illustrated by 1960’s student protestors against
the Vietnam War.
 Discussion continues. . . .
• Protestors held views different from their
peers; they were less trusting of government
officials but more efficacious in that they
believed they could change the political
system.
 Discussion continues. . . .
• However, the political views of some of the
most strident activists changed after they
entered the job market and started families.
Some became government officials, lawyers,
and business executives – the very types of
people they had opposed when they were
younger, (Paul Lyons)
 AGENTS OF POL. SOCIALIZATION
• Richard E. Dawson and Kenneth Prewitt:
People develop their political values, beliefs,
and orientations through interactions with
agents of socialization(parents, teachers,
friends, coworkers, military colleagues, church
associates, club members, sports-team
competitors, and media.
 AGENTS continues. . . . .
• PS process in the US is mostly haphazard,
informal, and random. There is no standard
set of practices for parents or teachers to
follow when passing on the rites of politics to
future generations. Instead, vague ideals –
such the textbook concept of the “model
citizen,” who keeps politically informed, votes,
and obeys the law – serve as unofficial guides
for socializing agencies,(Riccards & Langton)
 AGENTS continues. . . . .
• Agents (PS) can convey knowledge and
understanding of the political world and
explain how it works.
• They can influence people’s attitudes about
political actors and institutions.
• They also can show people how to get
involved in politics and community work.
 AGENTS continues. . . . . .
• No single agent is responsible for an
individual’s entire political learning
experience. That experience is the culmination
of interactions with a variety of agents.
Parents and teachers may work together to
encourage students to take part in service
learning projects. Agents also may come into
conflict and provide vastly different messages.
 AGENTS continues. . . .
• The following 4-agents that are important to
the socialization process must be focused
upon: the family, the school, the peer group,
and the media.
• There are reasons why each of these agents is
considered influential for PS; there are also
factors that limit their effectiveness.
 AGENTS
• For students’ activity – Wednesday, January
20, 2016.: the Family, the School, the Peer
Group, and, the Media.
 ASSUMPTION: Herbert Hyman
• “foremost among agencies of socialization into
politics is the family”
R#-1: Family has the primary responsibility for
nurturing individuals and meeting basic needs:
food and shelter, during their formative years;
 REASON continues. . . .
R#-2: a hierarchical power structure exists within
many families that stresses parental authority
and obedience to the rules that parents
establish.
 REASON continues. . . .
R#-3 The strong emotional relationships that
exist between family members may compel
children to adopt behaviors and attitudes that
will please their parents or, conversely, to rebel
against them.
 REASON continues. . . . .
R#-4: Parents can teach their children about
government institutions, political leaders, and
current issues, but this rarely happens.
R#-5: Parents can influence the development of
political values and ideas, such respect for
political symbols or belief in a particular cause.
 REASON continues. . . . .
R#-5 The family is most successful in passing on
basic political identities, especially an affiliation
with the Republican or Democratic Parties and
liberal or conservative ideological leanings (Jack
Dennis and Diana Owen)
 REASON continues. . . . .
R#-6: Children can learn by example when
parents act as role models. Young people who
observe their parents reading the newspaper
and following political news on television may
adopt the habit of keeping informed.
 REASON continues. . . .
R#-7: Adolescents who accompany parents
when they attend public meetings, circulate
petitions, or engage in other political activities
stand a better chance of becoming politically
engaged adults (Richard M. Merelman).
 REASON continues. . . . .
R#-8: Children can sometimes socialize their
parents to become active in politics; participants
in the Kids Voting USA program have
encouraged their parents to discuss campaign
issues and take them to the polls on Election
Day.
 REASON continue. . . . .
R#-9: The home environment can either support
or discourage young people’s involvement in
political affairs. Children whose parents discuss
politics frequently and encourage the expression
of strong opinions, even if it means challenging
others, are likely to become politically active
adults.
 REASON continues. . . . .
R#-10: Young people raised in this type of family
will often initiate political discussion and
encourage parents to become involved.
Alternatively, young people from homes where
political conversation are rare, and airing
controversial viewpoints is discouraged, tend to
abstain from politics as adults.
 REASON continues. . . . . .
R#-11: Politics was a central focus of family life
for the Kennedy’s ( a family that has produced
generations of activists, including Pres. John F.
Kennedy and Senator Ted Kennedy ( Steven H.
Chaffee).
LIMITATIONS: Effectiveness: Family
1. Most families are not like the Kennedy’s that
politics is a priority – more concerned with
issues related to day-to-day life;
2. Few parents serve as political role models for
their children;
3. Voting/attending town meetings, take place
outside of the home( Merelman, R. M.)
 SCHOOL
SCHOOL: It is considered the most influential
agent of political socialization (Robert Hess).
REASONS:
#-1: It can stimulate political learning through
formal classroom instruction via civics and
history classes, the enactment of ceremonies
and rituals: flag salute, and extracurricular
activities: student government
 REASONS continues. . . . .
#-2: Respect for authorities is emphasized, as
teachers have the ability to reward and punish
students through grades;

#-3: The passing on of knowledge about the

fundamentals American government:
constitutional principles and their implications
for citizens’ engagement in politics.
 REASON continues. . . .
#-4: Students who master these fundamentals
feel competent to participate politically; and are
likely to develop the habit of following politics in
the media and to become active in community
affairs ( Norman H. Nie)
 PEER GROUP
Peers ( a group of people who are linked by
common interests, equal social position, and
similar age) can be influential in the political
socialization process. Young people desire
approval and are likely to adopt the attitudes,
viewpoint, and behavior patterns of groups to
which they belong.
 PEER group continues. . . . .
Peer group provides a forum for youth to
interact with people who are at similar levels of
maturity; it provides role models for people who
are trying to fit in or become popular in a social
setting (Lawrence J. Walker).
 Peer group continues. . . . .
Pg: Its influence begins when children reach
school age and spend less time at home.
Middle-childhood (elementary school)
friendships are largely segregated by sex and
age, as groups of boys and girls will engage in
social activities: eating together in the
lunchroom or going to the mall.
 Peer group continues. . . .

Such interactions reinforce sex-role distinctions,

including those with political relevance, such as
the perception that males are more suited to
hold positions of authority.
 Peer group continues. . . .
Peer relationships change later in childhood,
adolescence, and young adulthood, when
groups are more often based on athletic, social,
academic, and job-related interests and abilities
(Judith Rich Harris).
 Peer group continues. . . .
The pressure to conform to group norms can
have a powerful impact on young people’s
political development if group members are
engaged in activities directly related to politics,
such as student government of working on a
candidate’s campaign.
 Peer group continues. . . .
Young people even will change their political
viewpoints to conform to those held by the most
vocal members of their peer group rather than
face being ostracized. Still, individuals often
gravitate toward groups that hold beliefs and
values similar to their own in order to minimize
conflict and reinforce their personal views(Eric L.
Dey).
 Peer group continues. . . . .
As in the case of families, the influence of peer
groups is mitigated by the fact that politics is not
a high priority for most of them (Eric. L. Dey)
added.
 MEDIA
Charles Merriam, political scientist, observed:
that radio and film had tremendous power to
educate: “Millions of persons are reached daily
through these agencies, and are profoundly
influenced by the material and interpretations
presented in impressive form, incessantly, and in
moments when they are open to suggestions.”
 Media continues. . . . . .
The capacity of mass media to socialize people
to politics has grown massively as the number of
media outlets has increased and as new
technologies allow for more interactive media
experiences.
 Media continues. . . .

Most people’s political experiences occur

vicariously through the media because they do
not have personal access to government or
politicians.
 Media. . . . . . .
Since the advent of television, mass media have
become prominent political socialization agents.
Young people’s exposure to mass media has
increased markedly since the 1960s. Studies
indicate that the typical American aged two to
eighteen spend almost forty hours a week
consuming mass media, which is roughly the
equivalent of holding a full-time job.
 Media continues. . . . .
In one-third of homes, the television is on all
day. Young people’s mass-media experiences
often occur in isolation. They spend much of
their time watching television, using a computer
or cell phone, playing video games, or listening
to music alone.
 Media continues. . . . .
Personal contact with family members, teachers,
and friends has declined. More than 60 percent
of people under the age of twenty have
televisions in their bedrooms, which are
multimedia sanctuaries (Kaiser Family
Foundation, 2006).
 Media continues. . . .
Media are rich sources of information about
government, politics, and current affairs. People
learn about politics through news presented on
television, in news papers and magazines, on
radio programs, on Internet websites into the
workings of government by showcasing political
leaders in action, such as gavel-to-gavel
coverage of Congress on C-SPAN.
 Media . . . . .
People can witness politicians in action,
including on the campaign trail, through videos
posted on You Tube and on online news sites
such as CNN and MSNBC. Entertainment media,
including television comedies and dramas,
music, film, and video games also contain much
political content.
 Media continues. . . .

Television programs such as The West Wing and

Law and Order offer viewers accounts of how
government functions that, although
fictionalized, can appear realistic.
 Media continues. . . . .
Media also establish linkages between leaders,
institutions, and citizens. In contrast to typing
and mailing a letter, it is easier than ever for
people to contact leaders directly using e-mail
and Facebook.
 LIMITATIONS

#-1 Media are first and foremost profit-driven

entities that are not mandated to be civic
educators;
#-2 They balance their public service imperative
against the desire to make money;
 Limitations continue. . . .
#-3 Unlike teachers, journalists do not have
formal training in how to educate citizens about
government and politics; and,
#-4 As a result, the news often can be more
sensational than informative.
 Group Differences: Pol. Learning VS.
Socialization experiences
#-1 Certain groups are socialized to a more
active role in politics, while others are
marginalized;
#-2 Wealthier people may have more resources
for participating in politics, such as money and
connections, than poorer people.
 Significant Differences: Men & Women

MALES/FEMALES:
Males have occupied a more central position in
American political culture than women;
Traits associated with political leadership: being
powerful and showing authority=are more often
associated with males than females.
 Differences continues. . . . .
Girls have fewer opportunities to observe
women taking political action, especially as few
females hold the highly visible positions:
member of Congress and cabinet secretary, that
are covered by mass media. But this has
CHANGED.
 Differences continues. . . .
CHANGED: Women: Madeleine Albright and
now Hilary Clinton attract media attention in
their roles as secretary of state or as Nancy
Pelosi did as Speaker of the House of
Representative. Sarah Palin gained national
attention as Republican John McCain’s vice
presidential running mate in 2008, and she has
become a visible and outspoken political figure
in her own right.
 Differences continues. . .
Despite these developments, women are still are
socialized to supporting political roles:
volunteering in political campaigns, rather than
leading roles: holding higher-level elected office.
The result is that fewer women than men seek
careers in public office beyond the local level
(Virginia Sapiro):”Women in American Society”
 POLITICAL GENERATION/S
It is a group of individuals, similar in age, who
share a general set of political socialization
experiences leading to the development of
shared political orientations that distinguish
them from other age groups in society.
 Pol. Generation/s continues. . . .
People of a similar age tend to be exposed to
shared historical, social, and political stimuli.
A shared generational outlook develops when
an age group experiences a decisive political
event in its impressionable years_ the period
from late adolescence to early adulthood when
people approach or attain voting age _ and
begins to think more seriously about politics.
 Pol. Generation/s continues. . . .
Younger people have less clearly defined
political beliefs, which makes them more likely
to be influenced by key societal events (Michael
X. Delli Carpini’s: “Stability and Change in
American Politics.”
 Pol. Generation/s continues. . . .
The idea of American political generations dates
back to the founding fathers. Thomas Jefferson
believed that new generations would emerge in
response to changing social and political
conditions and that this would, in turn, influence
public policy.
 Pol. Generation/s continues. . . .
Today people can be described as being part of
the Depression Era/GI generation, the silent
generation, the baby boom generation,
generation X, and the millennial
generation/generation Y.
 Pol. Generation/s continues. . . .
Depression Era/GIs born bet. 1900 and 1994=
were heavily influenced by World War I and the
Great Depression. (They tend to trust
government to solve programs because they
perceived that Franklin D. Roosevelt’s New Deal
programs helped the country recover from the
Depression.
 Pol. Generation/s continues. . . .
The silent generation, born bet. 1922 and 1945,
experienced World War II and the 1950s during
their impressionable years. Like their
predecessors, they believe that government can
get things done, but they are less trusting of
leaders.
 Pol. Generation/s continues. . . .
The Vietnam War and the civil rights and
women’s rights movements left lasting
impressions on the baby boomers, born bet.
1943 and 1960.
 Pol. Generation/s continues. . . .
The largest of the generations, this cohort
protested against the government establishment
in its youth and still distrusts government.
 Pol. Generation/s continues. . . .
Generation Xers, born bet. 1965 and 1980, came
of age during a period without a major war or
economic hardships. The seminal events they
relate to are the explosion of the Challenger
spacecraft and the Iran-Contra hearings.
 Pol. Generation/s continues. . . .

This generation developed a reputation for

lacking both knowledge and interest in politics
(William Strauss and Neil Howe=“Generations.”
 Pol. Generation/s continues. . . .

The political development of the millennials,

those born bet. 1981 and 2000, is influenced by
the terrorist attacks of 9/11 and its aftermath, as
well as by the rise of digital technologies.
 Pol. Generation/s continues. . .
This generation is more multicultural and has
more tolerance for racial and ethnic difference
than older cohorts. Sociologists: W. Strauss and
Neil Howe=identified an emerging cohort born
after 2000, which they label the homeland
generation.
 Pol. Generation/s continues. . . .
Homeland generation=is influenced by
omnipresent technology, the war on terror, and
parents who seek to protect them from societal
ills (W. Strauss and Neil Howe,
2000)=“Millennials Rising
 Differences in Pol. Worldviews
• Daniel J. Elazar, (Generational Rhythm of
American Politics)= younger government
leaders were more willing to adapt to
changing conditions and to experiment with
new ideas than older oficials
Different Worldviews continue. . . .
• Today generation Xers and the millennials
have been portrayed as self-interested and
lacking social responsibility by their elders
from the baby boom generation
 Different Worldviews continues. . . .

• Generational conflicts of different periods

have been depicted in landmark films
including the 1950s-era Rebel without a Cause
and the 1960s-era Easy Rider.
Different Worldviews continue. . . .
• Generation X has been portrayed in films such
as Slacker, The Breakfast Club, and Reality
Bites. Movies about the millennial generation
include Easy A and The Social Network.
 SUMMARY

• PS is the process by which people learn about

their government and acquire the beliefs,
attitudes, values, and behaviors associated
with good citizenship.
 Summary continues. . . .
• The PS process in the US stresses the teaching
of democratic and capitalist values. Agents,
including parents, teachers, friends,
coworkers, church associates, club members,
sports teams, mass media, and popular
culture, pass on political orientations.
 Summary continues. . . .
• PS=differs over the life course. Young children
develop a basic sense of identification with a
country. College students can form opinions
based on their experiences working for a
cause. Older people can become active
because they see a need to influence public
policy that will affect their lives.
 Summary continues. . . .
• There are subgroup differences in political
socialization. Certain groups, such as citizens
with higher levels of education and income,
are socialized to take an active part in politics,
while others are marginalized.
 Summary continues. . . . .
• Pol. Generations consist of individuals similar
in age who develop a unique worldview as a
result of living through particular political
experiences. These key events include war and
economic depression.
 EXERCISES
• Do you believe you have the power to make an
impact on the political process?
• What is the first political event you were aware
of? What did you think about what was going
on? Who influenced how you thought about it?
• How do members of your political generation
feel about the government? How do your
attitudes differ from those of your parents?
 LIST OF REFERENCES
• Fred I. Greenstein, (1969). Children and
Politics.
• Steven Chaffee, (2002). Revisiting the
Assumptions about the Family in Political
Socialization.
• ______, 2000. Presidential Election vs. Gore.
• Richard M. Merelman, (1986). The Family and
Political Socialization
 List of References
• Robert Hess & Judith Torney, (1967). The
Development of Political Attitudes in Children.
• Norman H. Nie, (1996). Education and
Democratic Citizenship in America.
• Theodore M. Newcomb, 1991). Political
Attitudes Over the Life Span.
 List of References
• Lawrence J. Walker, (2000). Parent and Peer
Contexts for Children’s Moral Reasoning
Development.
• Judith Rich Harris, (1989). A Group
Socialization Theory of Development,
Psychological Review.
• Kaiser, (2006). The Media Family.
 List of References
• Michael X. Delli Carpini, (1986). Stability and
Change in American Politics
• William Strauss and Neil Howe, (2000).
Millennials Rising.
FILMS:
Slacker; The Breakfast Club; and Reality Bites
 END

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