Category Archives: advocating civic education

how Millennials get news

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Here are some tidbits from How Millennials Get News: Inside the habits of America’s first digital generation, released today by the American Press Institute and the Associated Press-NORC Center for Public Affairs Research. The sample was 1,046 adults between the ages of 18 and 34.

  • 85% “Say keeping up with the news is at least somewhat important to them.”
  • Their three most common online activities are email, checking the weather or travel information, and “keeping up with what’s going on in the world,” which 68% do at least daily.
  • More than half (57%) say they followed the news to be informed citizens. Tied at 53% are two other reasons: finding the news entertaining and liking to talk to other people about the news. These recreational/social motivations must be considered when trying to expand the audience for news.
  • Of the news topics that they follow, national politics comes 9th (with 43% following it) and “city, town and neighborhood” comes 11th. At the top of the list are news about pop culture (66%), hobbies (61%) and traffic and weather (51%).
  • Most turn to professional news sources for serious topics, from national politics and local news to crime and health. For religion and faith and social issues, they go to social media.
  • 40% have a paid news subscription, and nearly 30% have a print newspaper subscription (if you combine people who subscribe themselves with those who benefit from someone else’s subscription).
  • About 36% have delved deeply recently into a hard news topic, such as national politics. When they do that, overwhelmingly they search the web for information. Only 7% go to Facebook and 4% to Wikipedia.
  • 70% say that they see opinions that both confirm and challenge their own views on social media. I don’t think we can tell whether they are seeing truly diverse views or only views that diverge in some respects from their own.
  • Those who are less active seekers of news are more likely to encounter diverse views. It may be that people who are most engaged with the news also tend to be ideological and go to trusted sources, in contrast to people who just “bump into the news” through social contacts. The latter, then, are more likely to see views that challenge their own. (This finding is consistent with the inverse relationship between diversity and engagement that we also see in the work of Diana Mutz, David Campbell, and Kei Kawashima-Ginsberg and me.)

making the voting age 17

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I have an op-ed in Politico today that begins:

It is time to try lowering the voting age to 17 nationwide. Takoma Park, Maryland, has done it. Iowa, too, for caucuses. Scotland went down to age 16 for its recent independence referendum. Evidence suggests it will boost informed participation in our democracy over time.

Supportive research is collected on the CIRCLE website. At 11:35 today, I’ll be live on WBAL (in Baltimore or on the web) talking about the idea with Clarence M. Mitchell, IV.

why don’t young Californians vote?

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According to our colleagues at UC Davis, youth voter turnout in California in 2014 was just 8.2%. That meant that just 3.9% of the people who voted were under age 25, a proportion that is projected to decline as the state’s population ages. I will be discussing this topic on San Francisco’s KQED today at noon eastern, 9 am Pacific. I’m hoping we can talk about a lack of competitive elections, civic education that too often fails to encourage participation, and concerns about the state’s news media. The other guests will be:

  • Mindy Romero, director of The California Civic Engagement Project, who is really the guru of voting trends in the state.
  • David Weinsoff, a member of the Town Council of Fairfax, CA, in Marin County, which is considering lowering the voting age. (See our supportive research)
  • Roxanna Reaves, a student at Stanford University
  • Sarah Lovenheim, spokesperson for Young Invincibles, a millennial research and advocacy group

After the show, I’ll be signing off this blog for a week of travel. However, KQED usually posts the audio here, and if I can, I’ll add a few quick notes.

 

a USA Today debate about the citizenship exam

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USA Today’s editorial board has an editorial today supporting the recent laws in Arizona and North Dakota that require students to pass the federal test designed for naturalizing citizens. The board acknowledges, “Some questions are easy or trivial. But many about voting, the First Amendment, states’ rights and the Supreme Court offer jumping-off points for enticing discussions about current events. In the hands of a good teacher, they can make students realize how much the American system of government affects their lives. The test can provide a floor on civics learning. It doesn’t have to set the ceiling.”

To their credit, the board gave me equal space for an “opposing view.” I argue, “Requiring students to pass the citizenship exam will reduce both the amount and the quality of civic education in our schools.” I conclude:

The citizenship exam requires, for instance, that you know that “27” is the correct answer when you’re asked how many constitutional amendments have been passed. You don’t need to understand reasons for or against those amendments, or have any sense of why they were important.

A month after students pass this test, they will forget the number 27. But they might retain the message that being a good citizen is a matter of memorizing some random information. That seems like an excellent way to turn people off.

civic education and deeper learning

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Today, Jobs for the Future (JFF) a national nonprofit that advocates for all youth to gain the skills they need to succeed in the economy, releases a paper entitled “Civic Education and Deeper Learning” by me and CIRCLE Deputy Director Kei Kawashima-Ginsberg. This paper was funded by the William and Flora Hewlett Foundation as part of its Deeper Learning Initiative. It was discussed at a Harvard Graduate School of Education event: “More than College Readiness: Engaging Students in Work and Civic Life.”

The Hewlett Deeper Learning initiative envisions k-12 students “using their knowledge and skills in a way that prepares them for real life.” When deeper lear`ning occurs, students “are mastering core academic content, like reading, writing, math, and science, while learning how to think critically, collaborate, communicate effectively, direct their own learning, and believe in themselves (known as an ‘academic mindset’).” Deeper Learning should occur in all disciplines and should encourage interdisciplinary learning.

In “Civic Education and Deeper Learning,” we argue that k-12 civic education must be strengthened to meet these goals. The best civic education exemplifies deeper learning, but many students receive more superficial and less interactive forms of civics. For its part, the deeper learning agenda must encompass civic education, because among the topics that students must learn to think critically about, discuss, and collaborate on are social and political issues.

We argue that aligning civic education with deeper learning points the way to pedagogical, curricular, and policy innovations that will be overlooked if we think of civic education as merely the acquisition of basic facts about the political system—the view that seems to drive such policies as requiring students to pass multiple-choice civics tests.