Politically Curious: Ideological Identity and How High School Students Experience Controversy

• In Event: Discussing Controversial Issues in Class: Classroom Climate, Critical Consciousness, and Civic Competence

Abstract

Background
As polarization has worsened among the U.S. electorate, a majority of Americans feel reluctant to engage across political differences (Pew Research Center, 2023). However, theorists have long argued that a strong civic education, including navigation of difficult political terrain, is key to creating informed, autonomous civic actors (Brighouse, 1998; Levinson, 1999; Parker, 2003). Previous literature on young people and ideology is aimed at helping teachers navigate hostility, intolerance, and ill feelings (Westheimer, 2019; Stoddard et al., 2025). However, a nationally representative sample of young people aged 13 to 25 found that 77% of respondents desired open conversations with others across differences (Springtide Research Institute, 2020).

Purpose
This paper challenges assumptions teachers and researchers may hold about the nature of student ideology, and their orientation toward the discussion of controversial issues. Contrary to the affective partisan polarization that pervades politics in Western society (Fitzgerald et al., 2021; Iyengar & Westwood, 2015; Klar et al., 2018), our research demonstrates that young people–even those with strong political ideological leanings–are open toward and curious about the opinions of others during deliberative experiences.

Method
Our analysis draws upon pre-post survey responses (N=281) and semi-structured interviews (N=41) gathered in 2019 and 2022 from a larger mixed-method study that used the lab-like conditions created by Close Up Washington to investigate the effects of student-centered, structured discussion (Authors, 2025). Here, the surveys were used to examine how students who report having an ideological identity (conservative, liberal) compared to students who identify as moderate or unsure. We looked at differences in democratic dispositions as well as their experiences during deliberation and debate. Semi-structured interviews were analyzed to understand how students identify politically, the strength of their beliefs, and to what extent they appear to be affectively polarized.

Results
We find that students, in general, exhibit knowledge-seeking behavior. They are curious, open, and express a desire to hear how others feel about political issues. Second, students, regardless of ideology, expressed a desire for viewpoint autonomy: while they are open to learning more and hearing others’ opinions, they believe they ultimately form their own. Last, we found ideologically identifying students possess a wedge-based awareness of politics, voicing strident views on topics like abortion and gun control but a weaker grasp of issues like homelessness and climate action. Further, we found that ideologically identifying young people are significantly more comfortable both sharing their own opinion and hearing opposing views, and those who identify as moderate/unsure report more satisfaction with their participation.

Discussion
Together, these findings point to the value of classroom deliberation of controversial issues, despite the pall of polarization that hangs over U.S. politics in general. Our research indicates less affective polarization and more openness among even ideologically identifying young people. This makes early exposure to contested issues and diverse perspectives not only societally valuable but personally enriching and, contrary to what the political climate might imply or what teachers might assume, embraced by students.

Authors

• Gregory E. McAvoy, University of North Carolina - Greensboro

• Paula McAvoy, North Carolina State University

• Davis Harper, North Carolina State University