This presentation summarizes my research for my MA thesis. In sum, the presentation offers an alternative way of understanding and explaining youth political participation - one that is rooted in historical context and considers the socio-material conditions that characterize young adulthood today. Iterations of this presentation have been shared at the Annual Conference for the Society for the Psychology Study of Social Issues (SPSSI) held Portland Oregon in 2013 and at the Annual Conference of the Journal for Youth Studies held in Copenhagen, Denmark in 2015.
The document discusses youth, youth development, youth unrest, policies, and issues facing youth such as unemployment. It defines key terms and outlines some major problems youth face like unemployment, lack of education, drug abuse, and sexual violence. Causes of unemployment mentioned include rapid population growth, changing technology, and lack of skills. The document also discusses policies and programs some countries have implemented to address youth unemployment, such as job guarantee schemes, education and employment programs, and youth parliaments. Sri Lanka is said to not have a cohesive national youth policy despite many youth issues.
Women constitute half of Pakistan's population. Empowering women through education, health access, job opportunities, and decision-making power can boost economic development. The study found that women in Pakistan decide to work for their own independence, better future, or personal interests. However, many face harassment and discrimination at work. The government needs to take stronger initiatives to implement laws ensuring women's full participation and equality. Recommendations include providing equal resources and reducing gender inequality through education, jobs, and safe working conditions for both men and women. Empowering women with rights and opportunities can reduce poverty and accelerate economic growth.
This document summarizes a presentation by Dan Lundquist on the challenges facing higher education and the need for leadership and change. It notes that while other industries are proactively transforming, higher education has been slow to change. Rising costs are exceeding families' ability and willingness to pay as the current business model becomes unsustainable. The presentation argues that waiting for market or regulatory forces will not create meaningful solutions and that higher education leaders must accept responsibility to creatively address these challenges from a position of strength. Examples of colleges taking bold steps through measures like tuition freezes, need-blind policy changes, and new academic models are provided. The choice, according to the presentation, is for higher education to lead purposeful realignment rather than
NACAC 2012: Lunch with Lawlor Presentation "Enrollment as a Lens on the Fu…Dan Lundquist
The document discusses the challenges facing higher education institutions including an unsustainable cost model meeting unwilling markets. It notes many leaders in denial about needed changes. Healthcare and arts organizations are experimenting with new models while higher education focuses on strategies like MOOCs that don't address core issues. Data shows families increasingly choosing lower-cost second choice schools. The presentation argues leaders must accept responsibility and lead creative changes from a position of strength rather than wait for market or government forces to force changes.
Angel B. Pérez is the Vice President and Dean of Admission and Financial Aid at Pitzer College. He believes that education can provide transformational experiences for students from all backgrounds. As a first-generation college student from a low-income background, Pérez understands the struggles that underrepresented students face. As the Dean of Admissions, Pérez ensures that Pitzer recruits a diverse student body through outreach to schools and organizations serving students of color, low-income students, and first-generation students. Pérez advocates for policies that improve college access and aims to change the system through his leadership role.
The document discusses the characteristics and behaviors of Indian youth. It notes that they hold a dual cultural identity, are heavily influenced by media and technology, and have high aspirations. While socially conscious and motivated, the youth also show disrespect and demand instant rewards. The document provides advice to the youth such as pursuing education, spending time in nature, and respecting elders. It emphasizes qualities like courage, creativity, and hard work that the youth should embrace to achieve success and help their nation progress.
This document discusses factors that influence youth voter turnout in the United States. It notes that while the youth vote could influence elections, youth voter turnout has declined significantly over time. Three main theories are discussed to explain voter participation: rational choice theory, which cites factors like competitiveness; socialization theory, which emphasizes the role of family and community in developing political behaviors; and psychological theories, which focus on individual attitudes and perceptions. However, the document notes that none of these theories fully explain the inconsistent and generally low levels of youth voter turnout seen in the U.S. The relationship between politicians and young voters is described as one of "mutual neglect," with lack of outreach to youth seen as an important factor.
The document discusses youth, youth development, youth unrest, policies, and issues facing youth such as unemployment. It defines key terms and outlines some major problems youth face like unemployment, lack of education, drug abuse, and sexual violence. Causes of unemployment mentioned include rapid population growth, changing technology, and lack of skills. The document also discusses policies and programs some countries have implemented to address youth unemployment, such as job guarantee schemes, education and employment programs, and youth parliaments. Sri Lanka is said to not have a cohesive national youth policy despite many youth issues.
Women constitute half of Pakistan's population. Empowering women through education, health access, job opportunities, and decision-making power can boost economic development. The study found that women in Pakistan decide to work for their own independence, better future, or personal interests. However, many face harassment and discrimination at work. The government needs to take stronger initiatives to implement laws ensuring women's full participation and equality. Recommendations include providing equal resources and reducing gender inequality through education, jobs, and safe working conditions for both men and women. Empowering women with rights and opportunities can reduce poverty and accelerate economic growth.
This document summarizes a presentation by Dan Lundquist on the challenges facing higher education and the need for leadership and change. It notes that while other industries are proactively transforming, higher education has been slow to change. Rising costs are exceeding families' ability and willingness to pay as the current business model becomes unsustainable. The presentation argues that waiting for market or regulatory forces will not create meaningful solutions and that higher education leaders must accept responsibility to creatively address these challenges from a position of strength. Examples of colleges taking bold steps through measures like tuition freezes, need-blind policy changes, and new academic models are provided. The choice, according to the presentation, is for higher education to lead purposeful realignment rather than
NACAC 2012: Lunch with Lawlor Presentation "Enrollment as a Lens on the Fu…Dan Lundquist
The document discusses the challenges facing higher education institutions including an unsustainable cost model meeting unwilling markets. It notes many leaders in denial about needed changes. Healthcare and arts organizations are experimenting with new models while higher education focuses on strategies like MOOCs that don't address core issues. Data shows families increasingly choosing lower-cost second choice schools. The presentation argues leaders must accept responsibility and lead creative changes from a position of strength rather than wait for market or government forces to force changes.
Angel B. Pérez is the Vice President and Dean of Admission and Financial Aid at Pitzer College. He believes that education can provide transformational experiences for students from all backgrounds. As a first-generation college student from a low-income background, Pérez understands the struggles that underrepresented students face. As the Dean of Admissions, Pérez ensures that Pitzer recruits a diverse student body through outreach to schools and organizations serving students of color, low-income students, and first-generation students. Pérez advocates for policies that improve college access and aims to change the system through his leadership role.
The document discusses the characteristics and behaviors of Indian youth. It notes that they hold a dual cultural identity, are heavily influenced by media and technology, and have high aspirations. While socially conscious and motivated, the youth also show disrespect and demand instant rewards. The document provides advice to the youth such as pursuing education, spending time in nature, and respecting elders. It emphasizes qualities like courage, creativity, and hard work that the youth should embrace to achieve success and help their nation progress.
This document discusses factors that influence youth voter turnout in the United States. It notes that while the youth vote could influence elections, youth voter turnout has declined significantly over time. Three main theories are discussed to explain voter participation: rational choice theory, which cites factors like competitiveness; socialization theory, which emphasizes the role of family and community in developing political behaviors; and psychological theories, which focus on individual attitudes and perceptions. However, the document notes that none of these theories fully explain the inconsistent and generally low levels of youth voter turnout seen in the U.S. The relationship between politicians and young voters is described as one of "mutual neglect," with lack of outreach to youth seen as an important factor.
Ethics issues for administrators power point session #5.bb.fa17brucemiller9901
I understand the rules based resolution principle.
I can apply the rules based resolution principle
I understand the idea of considering relevant criteria in making decisions.
I understand the pros and cons of each of the three resolution principles…ends-based, care-based and rules based.
The document discusses vocational guidance and careers. It begins by defining vocational guidance and explaining its importance. It then lists some common careers in various fields like sciences, engineering, management, arts, and social sciences. The document also discusses functions of vocational guidance at the secondary school level and provides motivational messages about career planning and success.
The document discusses the steps involved in requesting and obtaining assignment writing help from the website HelpWriting.net. It outlines 5 steps: 1) Create an account with a password and email, 2) Complete a 10-minute order form providing instructions, sources, and deadline, 3) Review bids from writers and choose one based on qualifications, 4) Review the completed paper and authorize payment if satisfied, 5) Request revisions to ensure satisfaction and receive a refund if plagiarized.
Ethics issues for administrators power point session #5.fa18.bbbruce.miller
The document discusses understanding of and ability to apply different resolution principles, including rules based, ends-based, and care-based approaches. It indicates an understanding of considering relevant criteria when making decisions as well as the pros and cons of each resolution principle.
This document discusses detecting and deterring bullying among gifted students. It begins by defining giftedness according to federal standards as students who demonstrate high achievement in intellectual, creative or leadership capacities. It then notes that gifted students can experience bullying due to their talents or disabilities. Common myths about gifted students are debunked, such as that they can handle bullying alone or that their talents guarantee success. The document outlines signs that a gifted student is being bullied and provides recommendations for addressing bullying, such as creating a safe environment, designating trusted adults, and involving parents and students through anti-bullying programs.
The document provides information about an event hosted by the Tennessee School Boards Association and partners regarding the Partnership for Assessment of Readiness for College and Careers (PARCC) End User Device Orientation. Over 185 education leaders from across Tennessee participated at the TSBA headquarters or through distance learning sites. The event featured presentations from 28 technology companies and organizations about various devices and applications available for schools as they integrate electronic devices in preparation for PARCC assessments.
This document provides information about a civics and government course, including the course description, homework policy, supplies needed, and expectations for students. The course will focus on principles of national and state government, civic participation, and why civic participation is important in a democracy. Students are expected to be prepared, on time, respectful, accountable, and consistent. The document outlines one late homework pass per marking period, makeup policies, and consequences for plagiarism or cheating. It also provides details about service learning requirements and opportunities for extra help.
This document provides information to students about why they are pursuing a college education and how to explore potential majors. It discusses the history of higher education in the United States from the Harvard era to the present exploratory era. It also describes different decision-making styles and factors that can influence the major selection process like support systems, career goals, and the role of general education requirements in a degree. The overall goal is to help students understand the purpose of college and feel less pressure in exploring and deciding on a major.
Millennials have different characteristics than previous generations that require changes in how higher education recruits and teaches them. They are confident, team-oriented, and influenced by social media. To attract Millennials, some colleges have added lavish amenities but this risks diminishing returns and higher costs. Instead, colleges should focus on personalized outreach and academics that develop life skills through high-impact practices like advising and experiential learning. Flagler College improved results by targeting the right applicants using data on student success rather than just increasing applications. The first-year experience is key to retaining Millennials and must address their needs through academic support and social engagement.
Nacac 2011 under represented students (3)Jess Krywosa
This document discusses strategies for recruiting underrepresented students, including first-generation and low-income students. It summarizes the results of surveys conducted with 3000 students from diverse backgrounds. The surveys found that family, teachers, and counselors most influence students' decisions to attend college. Students want personal outreach from admissions counselors and prefer email, text, and social media contact. Financial concerns are a major challenge, and students want help navigating financial aid. Clear and personalized communication is important to help diverse students apply and enroll.
Supporting Students’ Civic Agency, Leadership, Well-Being, and Academic Succe...Bonner Foundation
The document discusses using community engagement programs to support student success, leadership, well-being, and civic development. It outlines the Bonner Scholars model, which provides diverse, low-income students with financial aid and multi-year engagement experiences. Evaluation data shows Bonner Scholars have higher retention, develop civic skills, and are more engaged after graduation compared to peers.
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
This document examines how race affects socioeconomic status through education levels. The author studies whether race impacts a person's ability to attend and complete college. Through research on racial disparities in education, the author finds white people are more likely to graduate high school and attend college compared to black people. The author's fieldwork at their college finds white students rely more on financial aid and jobs to pay for school, while Asian students have more parental funding and aspire to higher degrees. Overall, the research confirms racial differences exist in educational attainment and socioeconomic opportunities in the United States.
City Year is an organization that places AmeriCorps members in schools to provide additional support to students in high-poverty areas where 50% or more need extra help. Corps members spend their day tutoring, mentoring, and modeling behaviors to help students succeed academically and stay on track to graduate. Serving with City Year provides benefits like a living stipend, educational award, and experience that prepares members for future careers through skills like communication, collaboration, and leadership. The application process includes work history and short answers, and City Year looks for candidates with experience helping children who are willing to persevere to make an impact.
This document discusses critical analysis and its application to evaluating information and arguments. It defines critical analysis as standing back to thoughtfully consider all elements of a topic from different viewpoints before making a judgment. Students are encouraged to zoom in on details and zoom out to the wider context when analyzing information. They are provided questions to critically evaluate authors, arguments, evidence, and how information compares. As an example, students are asked to analyze different writers' perspectives on the purpose of higher education using these critical reading techniques. The document aims to teach students to thoughtfully analyze rather than accept information at face value.
The document provides information to students about preparing for and navigating post-secondary education. It discusses finding one's passions and interests, developing confidence and awareness of social inequalities, and being one's own best ally. The costs of college, university and living on campus are reviewed. Strategies are presented for budgeting and saving, such as working a summer job. OSAP loans and debt are also explained. The summary aims to inspire students and answer questions about expectations, opportunities, and financing options after high school.
Ethics issues for administrators power point session #5.bb.fa17brucemiller9901
I understand the rules based resolution principle.
I can apply the rules based resolution principle
I understand the idea of considering relevant criteria in making decisions.
I understand the pros and cons of each of the three resolution principles…ends-based, care-based and rules based.
The document discusses vocational guidance and careers. It begins by defining vocational guidance and explaining its importance. It then lists some common careers in various fields like sciences, engineering, management, arts, and social sciences. The document also discusses functions of vocational guidance at the secondary school level and provides motivational messages about career planning and success.
The document discusses the steps involved in requesting and obtaining assignment writing help from the website HelpWriting.net. It outlines 5 steps: 1) Create an account with a password and email, 2) Complete a 10-minute order form providing instructions, sources, and deadline, 3) Review bids from writers and choose one based on qualifications, 4) Review the completed paper and authorize payment if satisfied, 5) Request revisions to ensure satisfaction and receive a refund if plagiarized.
Ethics issues for administrators power point session #5.fa18.bbbruce.miller
The document discusses understanding of and ability to apply different resolution principles, including rules based, ends-based, and care-based approaches. It indicates an understanding of considering relevant criteria when making decisions as well as the pros and cons of each resolution principle.
This document discusses detecting and deterring bullying among gifted students. It begins by defining giftedness according to federal standards as students who demonstrate high achievement in intellectual, creative or leadership capacities. It then notes that gifted students can experience bullying due to their talents or disabilities. Common myths about gifted students are debunked, such as that they can handle bullying alone or that their talents guarantee success. The document outlines signs that a gifted student is being bullied and provides recommendations for addressing bullying, such as creating a safe environment, designating trusted adults, and involving parents and students through anti-bullying programs.
The document provides information about an event hosted by the Tennessee School Boards Association and partners regarding the Partnership for Assessment of Readiness for College and Careers (PARCC) End User Device Orientation. Over 185 education leaders from across Tennessee participated at the TSBA headquarters or through distance learning sites. The event featured presentations from 28 technology companies and organizations about various devices and applications available for schools as they integrate electronic devices in preparation for PARCC assessments.
This document provides information about a civics and government course, including the course description, homework policy, supplies needed, and expectations for students. The course will focus on principles of national and state government, civic participation, and why civic participation is important in a democracy. Students are expected to be prepared, on time, respectful, accountable, and consistent. The document outlines one late homework pass per marking period, makeup policies, and consequences for plagiarism or cheating. It also provides details about service learning requirements and opportunities for extra help.
This document provides information to students about why they are pursuing a college education and how to explore potential majors. It discusses the history of higher education in the United States from the Harvard era to the present exploratory era. It also describes different decision-making styles and factors that can influence the major selection process like support systems, career goals, and the role of general education requirements in a degree. The overall goal is to help students understand the purpose of college and feel less pressure in exploring and deciding on a major.
Millennials have different characteristics than previous generations that require changes in how higher education recruits and teaches them. They are confident, team-oriented, and influenced by social media. To attract Millennials, some colleges have added lavish amenities but this risks diminishing returns and higher costs. Instead, colleges should focus on personalized outreach and academics that develop life skills through high-impact practices like advising and experiential learning. Flagler College improved results by targeting the right applicants using data on student success rather than just increasing applications. The first-year experience is key to retaining Millennials and must address their needs through academic support and social engagement.
Nacac 2011 under represented students (3)Jess Krywosa
This document discusses strategies for recruiting underrepresented students, including first-generation and low-income students. It summarizes the results of surveys conducted with 3000 students from diverse backgrounds. The surveys found that family, teachers, and counselors most influence students' decisions to attend college. Students want personal outreach from admissions counselors and prefer email, text, and social media contact. Financial concerns are a major challenge, and students want help navigating financial aid. Clear and personalized communication is important to help diverse students apply and enroll.
Supporting Students’ Civic Agency, Leadership, Well-Being, and Academic Succe...Bonner Foundation
The document discusses using community engagement programs to support student success, leadership, well-being, and civic development. It outlines the Bonner Scholars model, which provides diverse, low-income students with financial aid and multi-year engagement experiences. Evaluation data shows Bonner Scholars have higher retention, develop civic skills, and are more engaged after graduation compared to peers.
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
This document examines how race affects socioeconomic status through education levels. The author studies whether race impacts a person's ability to attend and complete college. Through research on racial disparities in education, the author finds white people are more likely to graduate high school and attend college compared to black people. The author's fieldwork at their college finds white students rely more on financial aid and jobs to pay for school, while Asian students have more parental funding and aspire to higher degrees. Overall, the research confirms racial differences exist in educational attainment and socioeconomic opportunities in the United States.
City Year is an organization that places AmeriCorps members in schools to provide additional support to students in high-poverty areas where 50% or more need extra help. Corps members spend their day tutoring, mentoring, and modeling behaviors to help students succeed academically and stay on track to graduate. Serving with City Year provides benefits like a living stipend, educational award, and experience that prepares members for future careers through skills like communication, collaboration, and leadership. The application process includes work history and short answers, and City Year looks for candidates with experience helping children who are willing to persevere to make an impact.
This document discusses critical analysis and its application to evaluating information and arguments. It defines critical analysis as standing back to thoughtfully consider all elements of a topic from different viewpoints before making a judgment. Students are encouraged to zoom in on details and zoom out to the wider context when analyzing information. They are provided questions to critically evaluate authors, arguments, evidence, and how information compares. As an example, students are asked to analyze different writers' perspectives on the purpose of higher education using these critical reading techniques. The document aims to teach students to thoughtfully analyze rather than accept information at face value.
The document provides information to students about preparing for and navigating post-secondary education. It discusses finding one's passions and interests, developing confidence and awareness of social inequalities, and being one's own best ally. The costs of college, university and living on campus are reviewed. Strategies are presented for budgeting and saving, such as working a summer job. OSAP loans and debt are also explained. The summary aims to inspire students and answer questions about expectations, opportunities, and financing options after high school.
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1. Inverting the Gaze &
Reframing Youth Political Participation
Disclosure Statement:
This presentation has
been adapted so as to
communicate without
audio.
A presentation by Kristen Hackett
For the Annual American Psychological Association Conference
Toronto, ON
August 6, 2015
2. FORMAL
• Holds formal system at its
core and assess formal and
traditional behaviors
• Proposes how we can get
young people more
involved in system
• civic education and
service learning
• Politicians need to
listen!
INFORMAL
(youthful expressions)
• Critical and radical
interpretations of political
participation that
investigate youth-based
everyday expressions of
political agency and/or
critical youth movements
Literature on Youth Political Participation
3. FORMAL
• Holds formal system at its
core and assess formal and
traditional behaviors
• Proposes how we can get
young people more
involved in system
• civic education and
service learning
• Politicians need to
listen!
INFORMAL
(youthful expressions)
• Critical and radical
interpretation of political
participation that
investigate youth-based
everyday expressions of
political agency and/or
critical youth movements
Critical, radical
approach that
maintains focus
on formal politics
and
acknowledges
youth experience
as socio-material
reality/condition
Where I situate my work
5. Protocol
• Introduction to Psychology course students at an urban, public
university in New York City
– Students received extra credit in exchange for their participation
(amidst other alternative options).
• Mixed method surveys virtually distributed using Survey Monkey to
volunteer participants
• Survey inquired about:
– Demographics (Age, sex, race, education, employment, political)
– Thoughts on and participation in 2012 Presidential Election
– How they “express their civic and political opinions and beliefs” about
political and civic issues and why
– What they think the role of someone their age is
– Perceptions of Personal Future and US Future
• Grounded qualitative analysis
6. SAMPLE CHARACTERISTICS
N=33 undergraduates
• 96.9% Full-Time
• 3.1% Part-Time
69.7% New Yorkers by
Birth
87.1% New Yorkers by
Tenure (>1/2 of life)
Average Age, 21
(Range, 18-30)
(16.5% = 25+ y.o.)
41.1% considered
“low-income
students”*
• 42% Work Part-time
• 27% looking for work
*Based on Parent Education
RACE/ETHNICITY %
1 American Indian/Alaskan Native 3.0%
2 Asian 36.4%
3 African American/Black 15.2%
4 Hispanic 24.2%
5 Native Hawaiian or Other Pacific Islander -
6 White 18.2%
7 Two or More Races 3%
International n/a
GENDER %
Women 81.8%
Men 18.2%
8. CivicDuty Being Politically
Informed
(76%)
Voicing opinions &
Being Heard
(55%)
Debate, discussion,
and dialogue
(60%)
“young adults should engage by
watching the news and reading the
paper.”
“What makes [SNS and class
discussions] important is that both
include audience involvement.”
“I think that the most important
ways for young adults to engage in
by communicating as a group and
joining debates.”
97% (n=32) hold ‘traditional’ civic and political values
9. CivicDuty Being Politically
Informed
(76%)
Voicing opinions &
Being Heard
(55%)
Debate, discussion,
and dialogue
(60%)
“young adults should engage by
watching the news and reading the
paper.”
“What makes [SNS and class
discussions] important is that both
include audience involvement.”
“I think that the most important
ways for young adults to engage in
by communicating as a group and
joining debates.”
97% (n=32) hold ‘traditional’ civic and political values
BUTTTT-
Only 50% of my
sample voted…
12. • Outright Negative
– “I have no faith in the promises presidents make I always thought the
purpose of becoming a president was to serve the public. Now it
seems its more about power, control and greed”.
• Reluctant and contemplative
– “Although, many people fought for our right to vote I couldn't bring
myself to vote during the election because I feel like our politicians
don’t listen to us anyways. Also many politicians tend to promise so
many things when running for election but their promises never seem
to pull through, so it defeats the purpose of picking the best one
candidate if they don’t fulfill their promises.”
• Structural/Institutional barriers
– I think that the role of someone my age would be interested in politics
because they care about what is going to be implemented. But the
people in my age group would probably realize that their vote
wouldn’t count in New York as a majority state.”
DISENCHANTMENT
BLUE = Expectation | RED = Revelation
14. Rise in Economic Inequality
Source: Saez and Piketty, "Income Inequality in the United States, 1913-1998" in Quarterly Journal of Economics
15. ...as well as Political Inequality
—Taskforce on Inequality and American Democracy (2004): higher
income, more likely to participate and be heard
● “Citizens with lower or moderate incomes speak with a whisper that is lost
on the ears of inattentive government officials, while the advantaged roar
with a clarity and consistency that policy-makers readily hear and
routinely follow.”
—Corporate business interests
● Citizens United vs. FEC (2010)
● Supreme Court struck down campaign donation limitations (2014)
—Gilens and Page 2014 (Forthcoming Fall 2014)
● “economic elites and organized groups representing business interests
have substantial independent impacts on US government policy, while
mass-based interested groups and average citizens have little or no
independent influence.. … In plain terms this means that average
American do not have much or or any say in the policies being created.”
17. • Age
– “I think the way I engage is different because I am more centrally
focused at this point in my life, right now I have to make sure I get a
proper education and well paying job to support myself and my future
family.
• Everyday Time
– “I was preoccupied with college work and had no time to register for
voting. … My friends and I also had class on election day, the booths
were filled and there were long lines. We did not want to risk missing
a class.”
• Efficiency of Participation
– “As a young adult I prefer using the social media because its always
readily available and it’s a source that I use daily multiple time a day.
[Social media] is something we are always checking and posting things
on so why not use it to help you grow more politically and to help you
become more aware of what’s going on.”
Overall, perception of competing constraints on time
18. These perceptions of time, or perceptions of
the constraints on one’s time become more
interpretable in the context of the larger
narrative – in which young people also
discuss their fears about their future.
1. cost of college and student debt
2. future employment
19. • Student Debt
– “When I think about my future I feel anxious. I know that I can have a
decent future if I work hard in school and graduate with a master’s
degree, however, I know that there are a lot of things about my future
tha ti cannot control. For example, the cost of college can increase and
make it hard for me to finish school on time or force me to take out
loans that I will have trouble paying back once I graduate.”
• Jobs
– “I heard that most of the college students, when they graduated, they
will spend more than one or two years to find jobs. And some of
college students cannot find the job that is related to what they learn
from college and it’s very different to their major. There is also a
problem for most of the undergraduate student including me. We may
confuse about out future. We don’t know what we have to do. To
choose a major we like, or to choose a major that is easy to earn the
money. But if we choose the major that is easy to earn the money, that
will hard to graduate, we will worry that can you graduated?
However, if we choose the major we like, we also will ask that can we
find the job after we graduated? that makes us so confuse and stress
on our way, our future, our determination.”
20. • Student Debt
– “When I think about my future I feel anxious. I know that I can have a
decent future if I work hard in school and graduate with a master’s
degree, however, I know that there are a lot of things about my future
tha ti cannot control. For example, the cost of college can increase and
make it hard for me to finish school on time or force me to take out
loans that I will have trouble paying back once I graduate.”
• Jobs
– “I heard that most of the college students, when they graduated, they
will spend more than one or two years to find jobs. And some of
college students cannot find the job that is related to what they learn
from college and it’s very different to their major. There is also a
problem for most of the undergraduate student including me. We may
confuse about out future. We don’t know what we have to do. To
choose a major we like, or to choose a major that is easy to earn the
money. But if we choose the major that is easy to earn the money, that
will hard to graduate, we will worry that can you graduated?
However, if we choose the major we like, we also will ask that can we
find the job after we graduated? that makes us so confuse and stress
on our way, our future, our determination.”
More than youthful anxieties
about the future; rather,
LEGITIMATE concerns stemming
from the socio-material conditons
that characterize young adulthood
today
22. COST OF COLLEGE
2013/14 School
Year
On-campus
4yr in-state public
school
$22,826
4yr private school $44,750
Educational Costs: National Trends
• 1983-1984 s.y. to 2012-2013 s.y.,
inflation-adjusted cost of four-year
education, +125.5% for private school,
+129.1 for pubic school
• Median family income, +15.6%
(College Board 2013; CPS ASEC)
Economic Policy Institute, Briefing Paper #377
May 1, 2014
24. COST OF COLLEGE STUDENT DEBT
2013/14 School
Year
On-campus
4yr in-state public
school
$22,826
4yr private school $44,750
• 2010: 1 in 5 US households owed
money on student debt
– More than doubled since 1989
• Average $26,682;
• Median $13,410
• 10% HH, owe +61,895
Educational Costs: National Trends
• 1983-1984 s.y. to 2012-2013 s.y.,
inflation-adjusted cost of four-year
education, +125.5% for private school,
+129.1 for pubic school
• Median family income, +15.6%
(College Board 2013; CPS ASEC)
Economic Policy Institute, Briefing Paper #377
May 1, 2014
Fry (2012) using Survey of Consumer Finances
25. (UN)(UNDER) EMPLOYMENT
EMPLOYER-COVERED HEALTH
INSURANCE
Employment Opportunities and Secure Future:
National Trends
FIGUREI VIEWINTERACTIVEon epi.org
Unemployment and underemployment ratesof young college graduates,
1994–2014*
* Datafor 2014represent 12-month averagefromApril 2013–March 2014.
Note: Underemployment data are only available beginning in 1994. Data are for college graduates age 21–24 who do not have an
advanced degreeand arenot enrolled in further schooling.Shaded areasdenoterecessions.
Source:Authors’ analysisof Current Population Surveymicrodata
16.8%
8.5%
Underemployment rate
Unemployment rate
1995 2000 2005 2010 2015
0
5
10
15
20%
Employed college graduatesending up in lower-level jobs
Although the measure of underemployment used in Figure I—the U-6 measure of labor underutilization—includes
hours-based underemployment (i.e., part-time workers who want full-time work), it doesnot include “skills/educa-
tion–based” underemployment (e.g., the young college graduate working as a barista). A recent paper by researchers
Unemployment
rate
Underemployment
rate
1994 5.3% 10.2%
1995 5.8% 10.9%
1996 5.5% 9.8%
1997 3.8% 7.7%
1998 4.4% 7.6%
1999 5.0% 7.6%
2000 4.3% 7.0%
2001 5.9% 9.4%
2002 5.7% 9.2%
2003 6.4% 11.3%
2004 5.9% 10.7%
2005 5.5% 10.1%
2006 5.0% 8.9%
2007 5.5% 9.6%
2008 5.9% 10.7%
2009 9.1% 17.3%
2010 9.6% 18.2%
2011 9.3% 18.0%
2012 8.0% 16.9%
2013 8.6% 16.9%
2014 8.5% 16.8%
FIGUREO VIEWINTERACTIVEon epi.org
Share of employed recent high school and college graduateswith health insurance
provided by their own employer, 1989–2012
Note: Coverage is defined asbeing included in an employer-provided plan where the employer paid for at least some of the cover-
age.Dataarefor collegegraduatesage21–24whodonot havean advanced degreeand arenot enrolled in further schooling,and high
school graduatesage17–20whoarenot enrolled in further schooling.Shaded areasdenoterecessions.
Source:Authors’ analysisof Current PopulationAnnual Social and EconomicSupplement microdata
30.9%
6.6%
Collegegraduates
Highschool graduates
1990 1995 2000 2005 2010
0
20
40
60
80%
Thesenumbershavesincedeclined dramatically. In 2013, just 6.6 percent of employed new high school graduatesand
lessthan athird (30.9 percent) of employed new collegegraduatesreceived health insurancethrough their job.
That employer-provided health insurancecoverageismuch higher among new collegegraduatesthan new high school
graduatesremindsusthat completing collegecan result in significant economic benefits. But thefact that health insur-
High
school
graduates
College
graduates
1989/
01/01
23.5% 60.7%
1990/
01/01
21.9% 53.8%
1991/
01/01
18.7% 56.2%
1992/
01/01
14.3% 46.8%
1993/
01/01
14.7% 48.4%
1994/
01/01
17.1% 49.8%
1995/
01/01
17.4% 51.5%
1996/
01/01
15.0% 51.1%
1997/
01/01
16.8% 48.0%
1998/
01/01
16.6% 49.4%
1999/
01/01
18.0% 49.4%
2000/
01/01
20.1% 53.1%
2001/
01/01
18.5% 49.2%
2002/
01/01
14.8% 46.6%
2003/
13.4% 41.0%
26. • Student Debt
– “When I think about my future I feel anxious. I know that I can have a decent
future if I work hard in school and graduate with a master’s degree, however, I
know that there are a lot of things about my future tha ti cannot control. For
example, the cost of college can increase and make it hard for me to finish
school on time or force me to take out loans that I will have trouble paying
back once I graduate.”
• Jobs
– “I heard that most of the college students, when they graduated, they will
spend more than one or two years to find jobs. And some of college students
cannot find the job that is related to what they learn from college and it’s very
different to their major. There is also a problem for most of the undergraduate
student including me. We may confuse about out future. We don’t know what
we have to do. To choose a major we like, or to choose a major that is easy to
earn the money. But if we choose the major that is easy to earn the money,
that will hard to graduate, we will worry that can you graduated? However, if
we choose the major we like, we also will ask that can we find the job after we
graduated? that makes us so confuse and stress on our way, our future, our
determination.”
Encourage Reworking of Priorities
Privileging individual efforts to secure one’s future
27. Concluding Points I
In thinking about the significance of how these
young people are resolving the insecurity and
future anxiety they are confronting, I have been
thinking a lot about the rise of austerity policy
that has been an important outcome of the
restructuring – and the extent to which these
responses reveal an embodiment of the
transference and acceptance of responsibility as
the state retreats.
28. Concluding Points II
Also, I think there is an interesting interplay with
the values embedded in the American Dream,
which has been laced into the history of the US,
about working hard and personal responsibility
that solidify this embodiment, which might give
us insight into why we’re not seeing the same
large-scale austerity protest other countries are
experiencing.
29. Concluding Points III
Lastly, while to me this argument seems extremely
logical and ‘duhhh’, scholars on youth political
participation and policy makers have come up short
in relating these two literatures and levying them
towards social change. Instead, we continue to
emphasize formal political participation, civic
education and service learning. In doing so we
participate in the reproduction of this system, and
normalize the idiocracy of supporting a system that
doesn’t support us by passing these values onto
young people.
.
Hello –
Presenting most recent analysis of 2nd year paper which attempts to reframe youth political participation in such a way that the gaze of critique, which is usually pointed at young people themselves, becomes redirected toward broader structures that may be informing youth decisions around political participation.
There are two general branches of research on youth political participation.
First – FORMAL
-privileges participation in formal system and strives to incorporate young people into the existing system.
How can we increase youth voting rates? Other traditionally political behaviors – reading the newspaper..
Locate fault with young people themselves and develop solutions, such as civic education and service learning programs, that seek to address their faults.
Second branch – Informal or alternative forms of participation, and in the case of young people, emphasize ‘youthful expressions of political agency.
- broadens politics beyond formal sphere to include political consumption, expression of political agency in youth cultures such as rave culture… participation via social media and online…
In general, they move away from formal politics under the main critique that those are adult-centric forms and thus assessing and condemning young people’s political participation along those lines is inappropriate.
need youth-centric ways of explaining youth participation
My project falls somewhere in the middle ground here in that my aim is to take a critical radical approach by delving deeper into the relationship young people have with the formal political system rather than moving away.
Moreover, I aim to acknowledge the age of my respondents as a socio-material condition or reality rather than a cultural quality or set of values.
In this endeavor I apply Weiss and Fine’s Critical Bifocality which prompts me to assess both the micro-level and macro-level processes, and the relationship between them.
So here I attempt to understand the everyday negotiations that young people engage in around political participation, and the factors and motivations that come into play, as well as the policy, political, and political economic environments that comprise the macro-level structures --- and focus on understanding how one may be informing or being informed by the other.
In putting these layers in conversation, youth negotiations around politics, and political disaffection become interpretable in relation to the socio-material conditions of being a young adult today, and their negotiations, when deconstructed, become legitimate comments and/or critiques of those conditions.
Root causes.. Creates opening for more appropriate solutions.
Data for this study was virtually collected from students attending a public university in NYC- in the months just before and after the 2012 Presidential Election.
The qualitative portion of the survey asked students’ to reflect on their decisions around participating in the election, their broader political views, and the role of them and others their age in politics today and were analyzed using a grounded theory approach. I also collected quantitative data on their social, educational, employment and political backgrounds.
The sample is comprised of 33 students and is predominantly minority, female New Yorkers attending school full-time, almost half of whom are also of a lower income background. Over 60% of the sample was working part-time or actively looking for work.
This sample is not overwhelmingly different from the larger student body.
So what are these kids saying?
The very first thing that is clear in data is
…that the majority of the young people in my sample hold what we think of as traditional civic and political values.
They discuss 1. being informed, 2. voicing opinions and being heard, and 3. emphasize debate, discussion and dialogue..
Despite these expressed civic values, only half of my sample voted. In my paper I theorize this further about the presence of such contradictions, but for today, I will say, this and other disconnects in the responses provided an opening or entry point into the responses.
My analysis yields two separate but related factors. --
…that the majority of the young people in my sample hold what we think of as traditional civic and political values.
They discuss 1. being informed, 2. voicing opinions and being heard, and 3. emphasize debate, discussion and dialogue..
Despite these expressed civic values, only half of my sample voted. In my paper I theorize this further about the presence of such contradictions, but for today, I will say, this and other disconnects in the responses provided an opening or entry point into the responses.
My analysis yields two separate but related factors. --
The first speaks to their perceptions of the realities of the political system in the US today – in my brain I call this ‘disenchantment’ because these revelations have to do with a breaking down of their expectations and a coming to terms with the limitations of the current political system.
Some were very upfront and outright negative as in the first quote here. – zero faith
Others were more reluctant and contemplative.. – I couldn’t bring my self to vote..
And some just pointed to structural or institutional barriers they thought restricted the meaning of their vote. Electoral college or majority states or lack of desirable candidates which at least one tied to campaign financing
(tried to highlight, blue is expectation, red is revelation).
In understanding these in a macro context, I consider the takeover of neoliberal ideology, economic restructuring of the 1970’s and the rewriting of policies in favor of the wealthy and business elite and have since worked to shfit wealth upwards.
While this has been tied to economic inequality, it is more relevant to talk about the related political inequality
That is growing alongside economic inequality – and is underpinned by the relationship between economic status and political voice, a relationship that is even-tightening in recent years with the passing of Citizens United and other similar bills extending rights to corporate groups.
Cyclical and exacerbating relationship between economic inequality and political inequality -- overshadow the remaining and pass further bills in their favor.
By putting youth expressions of disaffection for the political system or their disenchantments in this context, their claims become serious critiques of a skewed system, and decisions to not vote become understood as rational reactions.
The second factor has to do with the way perceptions of or perceived constraints on time informed their modes of participation and level of engagement with politics and the political election in 2012.
Three separate but related themes emerge – some discussed..
time in relation to the lifespan and reported that at this time in their life, as a young adult, political participation was not necessarily a priority.
time in the context of their everyday lives,
expressed a preference for efficient modes of participation.
These perceptions of time, or perceptions of the constraints on one’s time become more interpretable in the context of the larger narrative – in which young people also discuss their fears about their future. In this vein, concerns about cost of college and student debt and future employment emerged with regularity.
Now these concerns regarding one’s future and the sense that ‘right now in my life my time should be dedicated to securing it’ could be written off as general anxieties young people face because of the period of uncertainty that follows the graduation of college; however, if we consider them in the context of the socio-material conditions that exist for young people today, they too become legitimated beyond youthful anxieties.
(ground these in the socio-material realities of their lives – conditions that develop out of the restructuring discussed previously.
These perceptions of time, or perceptions of the constraints on one’s time become more interpretable in the context of the larger narrative – in which young people also discuss their fears about their future. In this vein, concerns about cost of college and student debt and future employment emerged with regularity.
Now these concerns regarding one’s future and the sense that ‘right now in my life my time should be dedicated to securing it’ could be written off as general anxieties young people face because of the period of uncertainty that follows the graduation of college; however, if we consider them in the context of the socio-material conditions that exist for young people today, they too become legitimated beyond youthful anxieties.
(ground these in the socio-material realities of their lives – conditions that develop out of the restructuring discussed previously.
We know that the cost of higher education is rising, both private and public
Also characterizes the public university my respondents attend.
And these trends are being accompanied by a reliance on student loans to compensate for these increases.
Increase in number of households who hold student-related debt and the average amount households incur
In addition to rising education costs, we are also seeing transitions in the job market away from worker security, in particular for young graduates. So we’re seeing not only high unemployment, but also a rise in underemployment, especially among recent graduates, as well as cuts to workers benefits such as coverage of health insurance.
Taken together, future anxieties and the emphasis on time seem representative of broader negotiations of where efforts need to be best spent and seems to suggest that one’s hierarchy of priorities privileges individual efforts to secure one’s future such as working hard in school rather than political participation – at least at this time in their lives.
In thinking about the significance of how these young people are resolving the insecurity and future anxiety they are confronting, I have been thinking a lot about the rise of austerity policy that has been an important outcome of the restructuring – and the extent to which these responses reveal an embodiment of the transference and acceptance of responsibility as the state retreats.
I think there is also interesting interplay with the values embedded in the American Dream, which has been laced into the history of the US, about working hard and personal responsibility that solidify this embodiment, which might give us insight into why we’re not seeing the same large-scale austerity protest other countries are experiencing.
Lastly, while to me this argument seems extremely logical and ‘duhh’, scholars on youth political participation and policy makers have come up short in relating these two literatures and levying them towards social change. Instead, we continue to emphasize formal political participation, civic education and service learning. In doing so we participate in the reproduction of this system, and normalize the idiocracy of supporting a system that doesn’t support us by passing these values onto young people.