Author Archives: Peter

About Peter

Associate Dean for Research and the Lincoln Filene Professor of Citizenship and Public Affairs at Tufts University's Tisch College of Civic Life. Concerned about civic education, civic engagement, and democratic reform in the United States and elsewhere.

effects of school climate on civic engagement

Sarah K. Bruch (Iowa) and Joe Soss (Minnesota) are conducting important research on the relationships between school climate and young people’s civic engagement. They have more research in the pipeline, but their working paper entitled “Learning where we stand: How school experiences matter for civic marginalization and political inequality” is already available.

Bruch and Soss challenge the idea that schools prepare students for democracy by transmitting a set of skills and knowledge that make people better citizens. If that were the whole picture, then more–and more equal–civic education would yield a better and more equal democracy. But Bruch and Soss note that schools are also institutions and communities that can encourage–or discourage–participation by demonstrating how the larger society works. Bruch and Soss did not invent this framework–it has a scholarly heritage, which they summarize, and it is being forcefully advocated by young people today–but they contribute important empirical findings.

Bruch and Soss use nationally representative surveys of students and administrators to measure the strictness of the school’s disciplinary policies, the perceived negativity of the school’s culture, individual students’ reported personal experiences with punishments, perceptions of unfair treatment by the school, rates of membership in school groups, and reports of feeling included or marginal in the school community. Some of these factors are about perceptions of the whole school, and others about perceived personal experiences. Some are about treatment by adults, while others involve treatment by fellow students. Some come from student data; others, from administrators.

To a large extent, these factors are related to race, class, and gender. To illustrate with a strong example, African American boys whose parents have little education are more than ten times more likely to be punished by a school than White girls with well-educated parents.

In a multivariate model that includes many other factors, most of these school climate variables are related to civic engagement, with harsher and less inclusive climates depressing graduates’ community engagement, voter turnout, and trust in government. But there are important differences among these relationships.

Perceptions of unfair treatment are related directly to lower civic and political engagement and trust in government. Not being involved in school activities is a strong predictor of being disengaged from community after graduation, but half of that relationship is indirect: students who miss out on school activities go on to have adult experiences with criminal justice, welfare, etc., that are related to disengagement from civic life.

Authoritative disciplinary climates are related directly to more civic engagement, more voting, and higher trust in government, but such climates also predict adult roles that tend to depress these outcomes. The net impact is insignificant for voting and civic engagement and comes out as positive for trust in government. This finding begins to suggest that the problem is not school discipline per se: in fact, a well-ordered school may be a good place to learn to be a citizen. The main problem is unfairness. In political philosophers’ terms, a school can restrict freedom (defined as individual choice) by establishing and enforcing rules, but it should avoid “domination” in the sense of arbitrary power.

See also: school discipline in a democracyavoiding arbitrary command.

timely quotes from Bayard Rustin (1965)

Two years after organizing the March on Washington, Bayard Rustin made the following arguments in “From Protest to Politics: The Future of the Civil Rights Movement” (Commentary, 2/39, Feb. 1965). By calling these points “timely,” I don’t mean that they are necessarily correct; I mean that they are usefully provocative in our moment.

1. Racial justice is impossible without a new economy, because the current economy is too unequal and too limited to accommodate many newly enfranchised people. For example, there are too few decent jobs, and the people who have them will hold onto them unless the supply is expanded.

My quarrel with … moderates is that they do not even envision radical changes; their admonitions of moderation are, for all practical purposes, admonitions to the Negro to adjust to the status quo, and are therefore immoral.

2. The goal is not to confront racist attitudes (which would assume that, deep down, racists and hypocrites can have benign motives). The goal is to change institutions; attitudinal change will follow from that.

[Meanwhile, a second group] pursues what I call a ‘no-win’ policy. Sharing with many moderates a recognition of the magnitude of the obstacles to freedom, spokesmen for this tendency survey the American scene and find no forces prepared to move toward radical solutions. From this they conclude that the only viable strategy is shock; above all, the hypocrisy of white liberals must be exposed. These spokesmen are often described as the radicals of the movement, but they are really its moralists. They seek to change white hearts–by traumatizing them. Frequently abetted by white self-flaggelants, they may gleefully applaud (though not really agreeing with) Malcolm X because, while they admit he has no program, they think he can frighten white people into doing the right thing. To believe this, of course, you must be convinced, even unconsciously, that at the core of the white man’s heart lies a buried affection for Negroes–a proposition one may be permitted to doubt. But in any case, hearts are not relevant to the issue; neither racial affinities nor racial hostilities are rooted there. It is institutions–social, political, and economic institutions–which are the ultimate molders of collective sentiments. Let those institutions be reconstructed today, and let the ineluctable gradualism of history govern the formation of a new psychology.

3. Radical change does not require violence.

[The] term revolutionary, as I have been using it, does not connote violence; it refers to the qualitative transformation of fundamental institutions, more or less rapidly, to the point where the social and political structure which they comprised can no longer be said to be the same.

4. But to change institutions does require power.

There is a strong moralistic strain in the civil rights movement which would remind us that power corrupts, forgetting that the absence of power also corrupts.

5. In a democracy, power requires numbers–indeed, a majority of the whole electorate.

A handful of Negroes, acting alone, could integrate a lunch counter by strategically locating their bodies so as directly to interrupt the operation of a proprietor’s will; their numbers were relatively unimportant. … But in arriving at a political decision, numbers and organizations are crucial, especially for the economically disenfranchised.

6. Coalition politics is inevitable, and it implies the right kind of compromise.

[The] effectiveness of a swing vote depends solely on ‘other’ votes. It derives its power from them. … Thus coalitions are inescapable, no matter how tentative they may be. … The issue is which coalition to join and how to make it responsive to your program. Necessarily there will be compromise. But the difference between expediency and morality in politics is the difference between selling out a principle and making smaller concessions to win larger ones. The leader who shrinks from this task reveals not his purity but his lack of political sense.

7. The coalition must include everyone with reasonably aligned interests so that they can marginalize their real opponents, the Donald Trumps of the day.

It has become fashionable in some no-win Negro circles to decry the white liberal as the main enemy (his hypocrisy is what sustains racism). [Thus] the Negro is left in majestic isolation, except for a tiny band of fervent white initiates. But the objective fact is that [Dixecrat Mississippi Senator James] Eastland and [GOP Presidential nominee Barry] Goldwater are the main enemies–they and opponents of civil rights, of the war on poverty, of medicare, of social security, of federal aid to education, of unions, and so forth.

people trust authoritarian governments most

(Philadelphia) This Edelman international poll shows that trust in government is low in most countries and declining almost everywhere. But five important countries stand out as exceptions. People trust the world’s largest single-party state, an absolute monarchy, a country in which one party has governed since 1959, a democracy with a very strong elected leader whom critics call authoritarian–and Indonesia, where a government chosen recently in a competitive election actually seems to be trusted.

I arrived at this graph from a piece by Ethan Zuckerman, who notes, “Depressingly, there is a discernible, if weak, correlation (R2=0.162) between more open societies and low scores on Edelman’s trust metric.”

I don’t think we have long-term historical data on this question, but the pattern that Ethan notes is what I would imagine for the 1930s, when the European democracies were fraying and authoritarianism was on the rise. I didn’t expect to see it in my lifetime.

Note also that the US actually scores above the OECD democracies on trust in government, surpassing states that (in my opinion) are governed in a more trustworthy fashion. This chart indicates that we can’t explain distrust in the USA by focusing on specifically American traits, events, or leaders: the pattern is global.

a college class on equality

This is an outline of a class discussion that seemed to work pretty well this morning. The reading is T.M. Scanlon’s “When Does Equality Matter?” Scanlon offers five reasons that a given difference among people may be unjust, and I add a sixth:

  1. The difference reflects suffering by the less advantaged–suffering that could be remedied.
  2. It is humiliating, conveying disrespect.
  3. It allows, or reflects, “dominance”: one person’s being able to control the other without giving reasons or being accountable.
  4. It shows that people lack equal opportunity.
  5. An institution is violating an implicit or explicit promise to treat its members alike.
  6. The difference reflects a past injustice that must be remedied.

For each of the following differences among people, debate: 1) Is it an injustice? 2) If so, for which of the six reasons listed above, or for other reasons? 3) What is unequal? (For instance, a measured outcome, a good, a right?) Who or what is responsible for remedying the injustice?

  • Men in the US live 37 years longer than men in Malawi (from Scanlon).
  • White men in the healthiest US counties live 15 years longer longer than African American men in the least healthy counties (from Scanlon).
  • American CEOs are paid 341 times more than average workers (Scanlon example; updated stats).
  • Kids from households in the 99th income percentile have a 94% chance of completing college. Kids in the lowest percentile have a 22% chance (Raj Chetty).
  • Amish kids are much less likely to go to college (from Scanlon).
  • Tufts faculty are 2.7% African American; 12.1% of the US population are Black.
  • Ninety percent of Tufts students come from the USA. Four percent of the world population is American.
  • A (hypothetical) teacher treats one of his students better than others.
  • A (hypothetical) teacher treats all of his students better than people not in his class.
  • In a doctor’s office, everyone calls the physician “doctor”; the nurses are called by their first names.
  • Among young Americans, roughly 75% of those with BAs vote, versus 25% of those without high school diplomas (CIRCLE).
  • One in four Americans say they have no one with whom they can discuss “important matters” (GSS). They are lonelier than the other 75% of Americans.
  • There aren’t enough good jobs for all the people. Today 62.7% of Americans are in the labor force (BLS); that could fall with automation and AI.

Menemsha, Nov. 2017

The green belly of a wave stretches, tautens
Under its own mass–filaments or nerves
Of paler green stretching to their limits
As the body, relentless, falls forward.
But the wave is a hybrid creature, its
Sober underside carrying a head
That’s white and airy, that boils steadily,
And the head grows as the belly slides under,
And the whole thing gives up, flopping itself
On the rattling shingle, tossing froth,
While behind, what had seemed a mere bulge
Is the new wave, its skin stretched to breaking.

[Posted in Philadelphia. See also: seascape and Martha’s Vineyard, August 2009]