Millennials’ Civics Inclinations: A Study of Civics Education’s Impact on Millennials’ Political Knowledge and Political Participation

Haley, Hannah (2016) Millennials’ Civics Inclinations: A Study of Civics Education’s Impact on Millennials’ Political Knowledge and Political Participation. Undergraduate thesis, under the direction of Heather Ondercin from Political Science , University of Mississippi.

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Abstract

This thesis researches the impact civics education has on Millennials’ political participation and political knowledge levels. The focus is on civics education’s impact on Millennials’ political participation and political knowledge because civics education to the American governing system. Two political socialization agents, parents and teachers, represented the actors teaching civics education. Thus, this thesis provides insight into the role of civics education, as taught by parents and schools, on the newest generation of American voters. In order to understand civics education’s impact on this new generation, prior background research on Millennials, importance of civics education, parents, and schools is included. Civics education is understood to be a component in life that may be obtained in variety of settings or by multiple actors. Thus, a survey was conducted to learn more about how civics education, through the agents of parents and schools, impacts Millennials’ political participation and political knowledge levels. The results reveal that civics education impacts Millennials’ political participation and political knowledge.

Item Type: Thesis (Undergraduate)
Creators: Haley, Hannah
Student's Degree Program(s): Public Policy Leadership
Thesis Advisor: Heather Ondercin
Thesis Advisor's Department: Political Science
Institution: University of Mississippi
Subjects: J Political Science > JA Political science (General)
L Education > LC Special aspects of education
Depositing User: Hannah Hannah Haley
Date Deposited: 25 May 2016 17:58
Last Modified: 25 May 2016 17:58
URI: http://thesis.honors.olemiss.edu/id/eprint/669

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