This study examines how political socialization through schools influences later civic engagement. The research, based on an intersectional analysis of student experiences with authority, investigates the impact of these formative encounters across race, class, and gender lines. Using nationally representative panel data from young adulthood, we demonstrate that negative school authority interactions significantly decrease trust in government institutions and political participation among citizens. Our findings highlight American schools as critical sites for experiential learning about civic values.
| Schooling as a Formative Political Experience: Authority Relations and the Education of Citizens was authored by Sarah Bruch and Joe Soss. It was published by Cambridge in POP in 2018. |
