Suchergebnisse

This paper assesses the theoretical significance of data on childhood political learning. Two socialization models are involved. Each confers relevance on childhood learning by linking it with political outcomes. The first is an allocative politics model, which seeks a linkage with policy outputs. The other is a system persistence model, looking toward the stability and continued existence of political systems. Each model incorporates the following assumptions: (a) the primacy principle: childhood learning is relatively enduring throughout life; (b) the structuring principle: basic orientations acquired during childhood structure the later learning of specific issue beliefs.It is this structuring principle which we examined and tested in the present paper. The data show no or little association between childhood orientations and the later learning of specific beliefs about the most important political issues of the day. Our evidence suggests a need to carefully reexamine the basic assumptions and directions of current political socialization research.