Realizing the potential of participatory politics: Factors supporting youth expression of online civic voice.

• In Event: Documenting the Barriers and Facilitators for Integrating Lived Civics Into K-12 Schooling

Abstract

A core challenge of civic education for democratic renewal is creating educational opportunities that account for students’ lived experiences with the reality of participation (Cohen et al, 2018). Social media plays an important role in US politics as a news source and platform for political expression (CIRCLE, 2023). Simultaneously, youth struggle with navigating misinformation and risks of online civic expression (Author et al, 2017). This study examines patterns of youth engagement with social media for civic inquiry and expression and the influence of two forms of civic education on youth online political engagement–education for online research, focused on cognitive evaluation of media, and education for online political expression, focused on socio-emotional considerations in civic media use.


Perspectives and Theoretical Frameworks.
Participatory democratic theories emphasize the importance of information flow among citizens for building shared understanding of common concerns and differences that are crucial for democratic functioning (Dewey, 1916). Current research suggests social media can facilitate this flow by reducing barriers to information sharing (Cohen & Kahne, 2012) and harm it through the spread of misinformation (Allcott et al, 2019).

Recent interventions have helped youth evaluate online information (Wineburg et al, 2022). However, learning to be cautious consumers of civic media can lead to shying away from political expression. Our previous work found social emotional concerns (e.g. fear of conflict, potential to help/harm others) play an important role in youth decisions to engage in online expression (Authors, 2022). Building on our qualitative research learning from youth civic media practices, the current survey study examines youth practices of critical consumption and political expression via social media and how civic learning opportunities are supportive of these capacities.

Methods
We surveyed n=704 youth aged 15-24 and presented them with Instagram posts about climate change. They rated their level of interest in reading, endorsing, sharing or commenting on the post. Posts varied by source and evidence type.

Independent variables included participants’ self-reported exposure to education for online research and education for online political expression. Controls for age, gender, race and ethnicity, parent education, political orientation, social media activity, and views on climate change were applied. Data were analyzed using the Linear Mixed Models (ML) to examine the impact of the two types of civic learning opportunities (IVs) on participants’ a) level of differentiation between posts with more vs. less evidence and b) interest in political expression (sharing/commenting).

Findings and Scholarly Significance.
Our findings suggest a need for civic education that prepares young people to effectively navigate their lived experiences of democracy mediated through social media. Exposure to education for online research was associated with greater differentiation between posts based on evidence. However, education for online expression was related to willingness to share/comment, circulate calls to action, and engage with policy related calls to action. These findings suggest the importance of complementing teaching for critical consumption of civic media with teaching skills of online political expression in order to prepare young people for informed and empowered civic engagement in the digital age.

Authors

• Ellen Middaugh, San Jose State University

• Sherry Bell, University of Oregon

• Mariah Kornbluh, University of Oregon

• Mark K. Felton, San José State University