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Jon Lauglo

Civic Engagement , Education, Family Influences Prepared for meeting 25.2.2010 at Ministry of Education, Oslo on OECD/CERI activity ”Social Outcomes of Learning ”. Jon Lauglo NOVA Norwegian Social Research, and Institute for Educational Research, University of Oslo.

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Jon Lauglo

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  1. CivicEngagement, Education, Family InfluencesPrepared for meeting 25.2.2010 at Ministryof Education, Oslo on OECD/CERI activity ”Social OutcomesofLearning” Jon Lauglo NOVA Norwegian Social Research, and Institute for Educational Research, University of Oslo

  2. Previewofconclusions • Young people’scivicengagement is ”positivelyassociated” withdoingwell at school, and especiallywiththeirhaving an ambitionofhighereducation. • Young peoplewhoarepoliticallyactive, are not at all pliantconformist at school--ifanythingtheytend to be bored and have disciplinary problems a bit more often than others. • Family basedsocialization matters for youngpeople’scivicengagement. For someaspectsofsuchengagement it seems to matter more than theireducational success and ambition. • It could be that politicalsocialization at home, is an asset for youngpeople general performance at school, and especially for theireducationalambition.

  3. Data • NOVA—Norwegian Social Research: Young in Norway 2002 study • Nationwide survey designed to be representative of 13 to 19 year old students • N > 5700 in grades 8-10 ( basic ed to age 16+) • N > 5500 in three grades of post 16 secondary ed. • Response rate > 90 % in eachclass grade

  4. Declared ”Interest” growswith age

  5. ”Interest” and educationalperformancepositivelyassociated(% withgradepointaverage 4 or better)

  6. % ”planning highereducation” by score onindexofinterest in politics and socialissues

  7. Scores on 0-5 scaleofstudent’sdiscipline problems, by interest in politics and socialissues

  8. OLS Regression analysis of Interest in Politics and Social Issues. After controls for: occupational social class, parents’ level of education, & “books in the home”. Standardized regression coefficients ( ) Not significant at 5% level.

  9. LogisticRegressionanalysisofPoliticalActivism (withcontrols for homebackground). Regressioncoefficients

  10. What is ”chicken” and what is ”egg”? A common problem esp. in analysisof cross sectional data: ”Association” betweentwotraits/variables does not demonstrate that oneinfluencestheother. • Whatifpoliticalsocialization in the family influencesbothstudent’scivicengagement, and howwelltheygenerallyaredoing in school (and/or theireducationalamibiton)?

  11. Estimated % aiming for higher ed., for students in grade 10, by howoftenthey talk withparents about politics and socialissues.Basedonlogisticregression. N >513 for anyestimated %, total N = 5337).

  12. Whatmightexplainsuchassociations? • That politicalsocialization in the family ”influences” howwell students perform in school and how ”high” theyaim in theeducation system? • That families actaccording to Emmanuel Kant: the more they stress responsibility for one’s private life, the more theyalso stress responsibility for others? • Are otherexplanations more plausible? • How to test them?

  13. Sources • Lauglo, J. & T. Øia (2006): Education and CivicEngagementamongNorwegianyouths. NOVA: Rapport 14/06. Prepared for CERI/OECD projecton Social OutcomesofLearning. Short version at: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED503828&ERICExtSearch_SearchType_0=no&accno=ED503828 • Lauglo, J. (Unpublished): PoliticalSocialization at home and youngpeople’seducationalachievement and ambition. (Conference Paper for ECPR submitted to journal for consideration).

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