Political Socialization in Canada Essay Example

regarding how political socialization affects political participation of adolescents. This argument will be outlined by comparing the influence of family, education systems and generational gaps to the claims made by Warren & Wicks (2011) and Claes et al. (2009).

Families are constantly stressed as the most crucial social institution in regards to socialization. All three articles presented are similar in that they acknowledge the importance of parent-child discussion of politics. While Warren & Wicks (2011) state “Parent and child communication is one of the most important socialization influences” there is no further convincing evidence provided to support such statement. Warren & Wicks (2011) also stress the importance of cognitive engagement in political participation such as the reading of newspapers and participating in public affairs with family members.

The authors’ later claim that the parent-child relationship may be overshadowed by macro systems such as church and education (Warren & Wicks, 2011). The argument stressing the importance of parent child communication in political participation presented by Warren & Wicks (2011) is not well founded because of the contradiction of their argument throughout their research. When Hooghe (2004) acknowledges the connection between parent and child in its relation to participation in politics, he has a much less assertive approach.

Hooghe (2004) claims “The propensity to discuss politics with parents will strongly affect willingness to participate”. It is also critically pointed out that those politically active in associations at an early age with family members will continue to do so later on in life, as they are already members in politicized networks (Hooghe, 2004). The author does not belittle the importance of this relationship in politics,

yet he credits its importance and continues on to further arguments.

While education systems and classrooms are the home of socialization and the attainment of many attitudes and behaviours, whether or not it is an advantageous front for political socialization is controversial. While the three selected articles discuss educations relevance in political participation, the ideas presented within them vary. Warren & Wicks (2011) suggest that schools are viewed as “incubators of democratic participation” referring to the classrooms that engage such political discussions. Claes et al. 2009) expand further to claim that children’s strong emotional ties to their nation are rooted in what is learned in elementary school.

The authors also state that civic education positively influences political knowledge and the intention to participate in politics among adolescents (Claes et al. , 2009). While there is truth among what these authors have claimed, Hooghe (2004) presents a different approach. He argues that due to prolonged education, youth are not thoroughly educated enough in political issues when it becomes time to vote in an actual election (Hooghe, 2004).

Even with the education provided, the fact remains that adolescents are not integrated into the labour market, they do not have kids or own a house; without being involved in any of these activities or events it is understandable as to why youth are less connected to political and civil society (Hooghe, 2004). Education is critical in acquiring political knowledge indefinitely, although it is valid as to why many youth do not bother to concern themselves with political activity, when they do not feel as involved as those of older generations such as their parents.