Poster #10 - The Effects of the College Experience on Trajectories of Civic Engagement

• In Event: 3-001 - Poster Session 2 during Breakfast

Abstract

Although decades of mostly cross-sectional research have focused on educational correlates of civic engagement, less research has focused on long-term developmental trajectories across the transition to, and through, early adulthood. Additionally, we know relatively little about when and how young people become more or less engaged. This study investigates educational covariates that play a role in differences of growth, particularly surrounding the college experience (e.g. college attributes and activities) across multiple aspects of civic engagement.
Data come from the Monitoring the Future study, a nationally representative longitudinal study initiated in 1975, and consisted of 28 cohorts of 12th graders, ranging from 1976-2003 with follow-ups across seven waves. Four growth models of civic engagement were analyzed: Electoral Indices (EI), Political Voice (PV), Political Interest (PI), and volunteering (see Table 1). On average, EI, PV, and PI increased across time, while volunteering decreased. Results showed degree differences by the last wave: HS graduates are lower in all outcomes than those earning a BA/BS degree, while those earning a graduate degree were higher, (AA/AS recipients did not differ). All majors evidenced less volunteering and PV by the last wave relative to social science majors, though for EI and PI, Business majors did not differ. Individuals involved in fraternities/sororities had higher EI, PV, and volunteering. PV was higher for those attending large colleges compared to schools of other sizes, while attending a very small school was related to higher volunteering and EI.
Regarding change, EI had more growth for those attending graduate school and less from HS graduates. PV growth was less pronounced for HS graduates than those who attained BA/BS degree, while other college attenders did not differ in growth. Social science majors had more growth than other majors for EI and PV outcomes, and science majors’ growth was smaller for volunteering. Fraternity/sorority members evidenced more EI growth. Time varying effects suggest youth attending college full time had higher EI and PV than those not attending at each wave, except the last. PI was consistently higher for college attendees except at the first wave for full-time students, while volunteering was less frequent at the first wave for those attending college.
These results highlight the pervasiveness of the consistent effect of degree attainment. Broadly, findings suggest activates and experiences in college across transition to and across early adulthood matter. Given the long-term longitudinal nature of the data, potential for cohort differences will be examined.

Authors

• Erin Hilary Arruda, UCLA
  Presenting Author

• Laura Wray-Lake, UCLA