INVALSI 2022

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Funding: ANID/FONDECYT/11190508
ANID/FONDECYT/1210847
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VII Seminar INVALSI Rome. Italy - October 28, 2022]
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## .red[Youth predispositions to participate in disruptive or radical actions]
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### .text_70[Gaps across countries and years]
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.content-box-red[
.small[
.red[Daniel Miranda F.]- Centro de Medición MIDE-UC Pontificia Universidad Católica de Chile

.red[Juan C. Castillo] - Dept. of Sociology, Universidad de Chile]
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# **PRICE**:
## Research Program on School Citizenship
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![](files/price.png)

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[ciudadania-escolar.cl/](https://ciudadania-escolar.cl)
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# **PRICE**:
## Research Program on School Citizenship
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![](files/proyectos.png)

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Research projects from 2011 ]
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# **PRICE**:
## Research Program on School Citizenship
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![](files/equipo.png)
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## .yellow[Youth predispositions to participate in disruptive radical actions
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1. Introduction
2. Objectives
3. Methodology
4. Results
5. Discussion
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## .yellow[Youth dispositions to participate in disruptive or radical actions
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1. .orange[Introduction]
2. Objectives
3. Methodology
4. Results
5. Discussion
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<br>
## The age of mass movilization?
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![:scale 90%](files/trend_protest1.png)
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## Young people and protest as an old and new phenomenon

![](files/results_iea/protesting.png)

- Scarce knowlege about causes and consequences, for next generations and institutions

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## Factors related to protests

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.red[Individual]

- Resources model of participation: unequal access to political voice

- Civic or political knowledge

- Gender differences
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.red[Contextual]

- Economic inequality

- Diverse effects on different participation types

- Inequality and youth participation: still unclear

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## .yellow[Youth predispositions to participate in disruptive or radical actions
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1. Introduction
2. .orange[Objectives]
3. Methodology
4. Results
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# Objectives

- To assess gaps regarding adolescents' willingness to participate in disruptive or radical forms of political actions

- To compare differences between countries and over time.

- To analyze the role of individual characteristics (parent's education, civic knowledge and gender) on youth political actions

- To evaluate the role of economic inequality

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## .yellow[Youth predispositions to participate in disruptive or radical actions
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1. Introduction
2. Objectives
3. .orange[Methodology]
4. Results
5. Discussion
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# Data

- National representative samples using International Civic and Citizenship Study ICCS, 2009 and 2016.

+ ICCS 2009: 38 countries
  + ICCS 2016: 24 countries

- National representative samples using CIVED 1999

+ CIVED 1999: 28 countries
  
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## Measures of participation available on the three IEA studies

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_There are many different ways how citizens may express their opinions about important issues in society. Would you take part in any of the following activities to express your opinion in the future?_
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### Predisposition to **disruptive**  actions*
- Spray-paint protest slogans on walls
- Stage a protest by clocking traffic
- Occupy public buldings as a sign of protest
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*Response scale: 1- I would certainly not do this, 2-I probably not do this, 3-I would probably do this, 4-I would certainly do this*
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## Independent Variables

- Gini Index: obtained from the Standadized World Income Inequality Database (https://fsolt.org/swiid/).

- Parents educational level: the highest level recoded as 0 *Non univerity* and 1 *University*

- Civic knowledge: One plasible value in ICCS 2009 and 2016. In CIVED 1999 were used the provided scale.

- Sex of the student.

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## Methods

- Descriptive analyses

- Multilevel (random effects) models

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## .yellow[Youth predispositions to participate in disruptive or radical actions
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1. Introduction
2. Objectives
3. Methodology
4. .orange[Results]
5. Discussion
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## Political actions across studies

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## Political actions across studies

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## Inequality

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## ICCS 2016

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### Civic Knowledge and Gini - 2016

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## ICCS 2009

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## Civic Knowledge and Gini - 2009

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## CIVED 1999

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## Civic Knewledge and Gini - 1999

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## .yellow[Youth predispositions to participate in disruptive or radical actions
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1. Introduction
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## Discussion

- The willingness to participate in radical actions increase between 1999, 2009 and 2016 but country variation on that patterns.

- Spraying seem to be a more common disposition than blocking the traffic, and both are more common than occupying

- Latin American countries tend to be in top of the list in both types of participation.

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## Discussion: inequality

- In more unequal contexts students tend to show higher predisposition to participate in disruptive actions. This results appear mainly in 2016, less clear in 2009 and no in 1999.

- For the case of radical actions, unequal context seem to matter more in recent years.

- The results support the idea that inequalities generate more conflicting in society.

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## Discussion: Individual factors

But, education (vía transmission of civic knowledge) have the potential to disencourage this type of actions.

- Civic knowledge relevant role: tends to increase participation decrease participation in radical actions.

- Resources matters in two ways: intergenerational transmission of civic skills.

- Gender differences: girls tend to show lower predispositions than boys for radical actions but the differences seems to be shortened across time.

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## Next steps

- Combining the data

- Comparability of participation measures

- Some challenges: harmonization of civic knowledge scale.

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# .yellow[Thanks for your attention!]

More information in: [.orange[ciudadania-escolar.cl]](https://ciudadania-escolar.cl/)

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.left[

![:scale 70%](img/mide_logo_2019.png)

![:scale 50%](img/coes.png)

![:scale 50%](img/invalsi_left_blue.png)

.smally[
.grey[
Funding: ANID/FONDECYT/11190508
ANID/FONDECYT/1210847
]

.red[
VII Seminar INVALSI Rome. Italy - October 28, 2022]
]

]
]

.content-box-red[
.small[
.red[Daniel Miranda F.]- Centro de Medición MIDE-UC Pontificia Universidad Católica de Chile

.red[Juan C. Castillo] - Dept. of Sociology, Universidad de Chile]
]
]
]