“How dare you!”

• Verfasst von: Parth, Anne-Marie [VerfasserIn]
• Verfasst von: Weiß, Julia [VerfasserIn]
• Verfasst von: Firat, Rojda [VerfasserIn]
• Verfasst von: Eberhardt, Manuel [VerfasserIn]
• Titel: “How dare you!”
• Titelzusatz: the influence of Fridays for future on the political attitudes of young adults
• Verf.angabe: Anne-Marie Parth, Julia Weiss, Rojda Firat and Manuel Eberhardt
• E-Jahr: 2020
• Jahr: 22 December 2020
• Umfang: 12 S.
• Fussnoten: Gesehen am 09.02.2021
• Titel Quelle: Enthalten in: Frontiers in political science
• Ort Quelle: Lausanne : Frontiers Media, 2020
• Jahr Quelle: 2020
• Band/Heft Quelle: 2(2020) Artikel-Nummer 611139, 12 Seiten
• ISSN Quelle: 2673-3145
• DOI: doi:10.3389/fpos.2020.611139
• Datenträger: Online-Ressource
• Sprache: eng
• Sach-SW: Fridays for Future
• Sach-SW: Participation
• Sach-SW: priming
• Sach-SW: responsiveness
• Sach-SW: Satisfaction with democracy
• Sach-SW: school experiences
• Sach-SW: survey experiment
• Sach-SW: Youth
• K10plus-PPN: 1747889571

Abstract

In recent years, young adults have increasingly expressed their displeasure with climate politics, as the preservation of the earth for future generations is not secured by existing policies. A growing number of young citizens demanding action from politicians and accuses them of a lack of responsiveness. At the same time, young adults are undergoing political socialization, not only within their families, but especially in school, where they learn to lead an independent life and to form their own political opinions. Designed as hierarchical institutions, the idea of schools is that the transfer of knowledge takes place in one direction. However, what happens when students question the knowledge on the political system that they have acquired in school? This paper analyses how the exogenous “shock” of Fridays for Future has influenced pupils’ political attitudes compared to other continuous skills that pupils learn in school. Relying on a unique survey experiment among pupils from different school types and among students in Germany (more than 300 respondents), we find that priming for Fridays for Future and protest participation significantly changes perceived political responsiveness and satisfaction with democracy. The results demonstrate that the efforts of schools to prepare young citizens for professional life have no effect while equal treatment in school is explanatory for varying political satisfaction. The results reveal the importance of protest participation, and specifically of Fridays for Future, on how the political attitudes of this young cohort develop.