在中学教育期间追踪公民和民主参与的差异:来自荷兰的新小组研究
Herman van de Werfhorst1, Geert Ten Dam2, Sara Geven2
1European University Institute, Florence, Italy.
The British journal of sociology
|July 1, 2025
概括
中学教育轨道影响公民参与,在早期就存在差异. 虽然学校的多样性具有较小的影响,但高级课程可以提高学生的政治知识.
科学领域:
- 社会科学 社会科学 社会科学
- 教育政策 教育政策
- 公民教育 公民教育
背景情况:
- 中学教育系统通常具有能力跟踪功能,可能会影响学生的发展.
- 学校构成和跟踪对公民和民主参与的影响仍未得到充分研究.
研究的目的:
- 调查中学教育轨道和学校多样性如何影响公民和民主参与.
- 分析中学教育期间参与度的增长率.
主要方法:
- 利用了来自荷兰民主价值观青少年小组 (DAPDV) 的四年小组数据.
- 采用增长曲线模型和个人内部过渡模型来分析参与度的发展.
主要成果:
- 在教育轨道和学校之间,公民和民主参与存在显著差异.
- 机构信任的轨道差异随着时间的推移而扩大,而整体参与差异在很大程度上是在中学教育开始时建立起来的.
- 学生过渡到更先进的轨道显示增加了政治知识.
结论:
- 教育跟踪从中学教育的开始就显著塑造了公民和民主参与.
- 虽然学校的多样性起到作用,但跟踪的影响更为明显.
- 在先进轨道内的有针对性的干预措施可以增强政治知识.
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