{"title":"Intra-generational inequalities in young people’s political participation in Europe: The impact of social class on youth political engagement","authors":"M. Grasso, Marco Giugni","doi":"10.1177/02633957211031742","DOIUrl":null,"url":null,"abstract":"The declining political engagement of youth is a concern in many European democracies. However, young people are also spearheading protest movements cross-nationally. While there has been research on political inequalities between generations or inter-generational differences, research looking at differences within youth itself, or inequalities between young people from different social backgrounds, particularly from a cross-national perspective, is rare. In this article, we aim to fill this gap in the literature. Using survey data from 2018 on young people aged 18–34 years, we analyse how social class background differentiates groups of young people in their political engagement and activism across nine European countries. We look at social differentiation by social class background for both political participation in a wide variety of political activities including conventional, unconventional, community and online forms of political participation, and at attitudes linked to broader political engagement, to paint a detailed picture of extant inequalities amongst young people from a cross-national perspective. The results clearly show that major class inequalities exist in political participation and broader political engagement among young people across Europe today.","PeriodicalId":47206,"journal":{"name":"Politics","volume":"42 1","pages":"13 - 38"},"PeriodicalIF":2.1000,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"8","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Politics","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1177/02633957211031742","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INTERNATIONAL RELATIONS","Score":null,"Total":0}
引用次数: 8
Abstract
The declining political engagement of youth is a concern in many European democracies. However, young people are also spearheading protest movements cross-nationally. While there has been research on political inequalities between generations or inter-generational differences, research looking at differences within youth itself, or inequalities between young people from different social backgrounds, particularly from a cross-national perspective, is rare. In this article, we aim to fill this gap in the literature. Using survey data from 2018 on young people aged 18–34 years, we analyse how social class background differentiates groups of young people in their political engagement and activism across nine European countries. We look at social differentiation by social class background for both political participation in a wide variety of political activities including conventional, unconventional, community and online forms of political participation, and at attitudes linked to broader political engagement, to paint a detailed picture of extant inequalities amongst young people from a cross-national perspective. The results clearly show that major class inequalities exist in political participation and broader political engagement among young people across Europe today.
期刊介绍:
Politics publishes cutting-edge peer-reviewed analysis in politics and international studies. The ethos of Politics is the dissemination of timely, research-led reflections on the state of the art, the state of the world and the state of disciplinary pedagogy that make significant and original contributions to the disciplines of political and international studies. Politics is pluralist with regards to approaches, theories, methods, and empirical foci. Politics publishes articles from 4000 to 8000 words in length. We welcome 3 types of articles from scholars at all stages of their careers: Accessible presentations of state of the art research; Research-led analyses of contemporary events in politics or international relations; Theoretically informed and evidence-based research on learning and teaching in politics and international studies. We are open to articles providing accounts of where teaching innovation may have produced mixed results, so long as reasons why these results may have been mixed are analysed.