Correlates and consequences of civic literacy among American youth
Brent S. Steel and Rebecca Warner
Oregon State University
Contact Email:   bsteeloregonstate.edu

Two of the most important requirements associated with democracy and civil society are active political participation and the presence of an informed electorate. Previous research has found that an informed and involved citizen is seen as better able to promote her or his self-interest, more satisfied with the electoral process and the citizen’s impact on it, and better integrated into political systems. However, much research concerning the distribution of civic knowledge in various areas of public policy has documented a 'knowledge gap' separating younger and older cohorts, with youth exhibiting significantly lower levels of knowledge. There are two theories that have been proposed to explain this knowledge gap. The first focuses on 'trans-situational' conditions associated with lower SES, while the second focuses on 'situation-specific' factors, which are motivational in nature (e.g., having a stake in a particular policy outcome).

Using data gathered from a 2006 survey conducted in the western U.S., this research examines the correlates and consequences of civic literacy among American youth and then suggests some possible strategies to increase knowledge levels. Preliminary findings suggest both trans-situational and situation-specific hypotheses are useful in explaining knowledge levels and that some information sources (e.g., internet use) have potential to improve civic literacy.

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