Naspaacpa07 Matney Rullman

Emerging Trends in Student Civic Engagement

Malinda M. Matney, Ph.D.

Loren J. Rullman, Ph.D.

Division of Student Affairs

University of Michigan

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Framing: the importance of civic engagement Brief literature review University of Michigan case study Small group work around key questions Discussion

What Is in This Presentation?Moving from theory to practice

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Some thoughts to ponder

Is the activity we see on campus activism? Is it about sustained social change? Is it about building community? Is it activity or activism?

How do we sort wheat from chaff in the literature?

Is it about “we” or about “me?”

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Higher education has historically served as a means of citizen preparation

Collegiate mission statements describe as a fundamental role the development of citizens

Increased engagement leads to better public policy discussion and decision-making

Higher education settings offer students an arena to practice the skills of democratic participation

College enrollment reached a record 17.1 million in fall 2004, and 66.7% of 2004 high school graduates are enrolled in post-secondary institutions: the future is in our midst

Why Does This Topic Matter?

Astin (1999); Caputo (2005); Chanley (2002); Curtis (2000); Ehrlich (2000); Hamrick (1998); Longo & Meyer (2006); Pew Charitable Trusts (n.d.); Sax (2000); Terinzini (1994);Warren & Curtis (2000)

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What Is “Civic Engagement”?

“Working to make a difference in the civic life of our communities and… promoting the quality of life in a community through both political and non-political processes” (Ehrlich, 2000).

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Areas of the Literature

The Millennial Generation

Voting Trends

Attitudes

Community Service and New Politics

CIRP Trends

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Silent Boomer Generation X Millennial

Date of birth 1925-1942 1943-1964 1965-1980 1980-2000

Type of parenting experienced

Overprotective Indulged Overlooked Protected

Age in 2007 65-82 43-64 27-42 7-27

Characteristics of Generations

Howe & Strauss (2000, 1991)

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Gravitate toward group activity

Identify with parent values and feel close to their parents

Spend more time doing homework

Believe it is cool to be smart

Are racially and ethnically diverse

Gender divide is narrowed

Generations – Literature ComparisonCommon Statements about Millennials

Howe & Strauss (2000, 1991)

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Students have not had many opportunities to choose their activity or their group (Hofferth and Sandberg, 2001)

Parental hyper-concern delays student assumption of personal control (Marano, 2004)

Students spend less time on physical activity (Juster and Stafford, 2004)

Have high expectations of themselves and on themselves (Marano, 2004)

Are interacting less with diverse peers (Hurtado, 2005)

Gender divide growing in activities and opportunities (Juster and Stafford, 2004)

Generations – Literature Comparison Recent Literature

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Much was inferred about this generation in the media in the years before college. Parents and media projected their ideas and desires onto this generation.

We are just now seeing studies of Millennials as college students. We are now better able to predict behavior with real research evidence.

How Millennials behave as college students clashes with their parents’ marketing of this generation. This could translate into parents and others trying to author the future for these students.

Generations – Literature Comparison Prediction about vs. Projection upon

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Why: Voting is an instructive measure of social trends and political interest – the most basic of democratic participation

What: Since 1971 voter turnout has declined across all age groups, but most among voters age 18 – 24

Problem: “America is in danger of developing a permanent non- voting class” (National Association of Secretaries of State)

Voting Trends - ImportanceDoes Voting Matter?

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Voting Trends – Historical Data Registered to vote (for presidential election years)

1996: 79% 2000: 73% (82% of older voters registered) 2004 66% (Percentage of youth registered to

vote dropping)

Voter turnout among 18 – 24 years old 1972: 49.6% 1996: 32.4% 2000 32.3% 2004 42.3% (Turnout up but “share” of overall vote

flat)

Overall voting decline 1972 - 2004 Over age 25: 4% Age 18 – 25: 13% - 15% (Youth turnout dropping more than non-youth)

CIRCLE (2002); Federal Election Commission (n.d.); National Conference of State Legislatures (2003); U.S. Census Bureau (2002)

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Students lack confidence in traditional government and social institutions

Students believe individuals who make up government institutions are not interested in what citizens think or say

Students believe individuals in government lack integrity and may be unduly influenced by special interests

Students believe government and traditional politics are irrelevant to their lives

Students feel the only way to influence society and create change is through informal means, rather than traditional political processes

But a reversal of this trending may be underway…!

Attitudes – Thematic Summary30 – year trend

Battistoni (2000); Creighton & Harwood (1993); Longo & Meyer (2006); Levine & Cureton (1998); Young (2003)

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• Increase in voting, trust in government, and other forms of political participation among college students

• Rise in community service – Moral idealism combined with political cynicism 66% volunteered in the community vs. 10% on political campaign & 85%

believe volunteerism is effective at solving local and national problems (Institute of Politics, 2002)

Community service not as an alternative to politics, but as alternative politics: blend of personal and political while addressing public issues through community-based work (Long, 2002)

“We see ourselves as misunderstood by those who measure student engagement by conventional standards that don’t always fit our conceptions of democratic participation (Long, 2002)

Rising Alternative Politics (community-based, grass roots) – Examples? Living Wage Campaign (oral histories of campus workers and subsequent

press, sit-in, etc.) Consumer Activism/Boycotts (i.e. apparel suppliers, Coca Cola) University investments in Sudan

Attitudes – Recent Trends

Case Study:


Politics & Protest

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Keep Up to Date with Politicsconsidered “essential” or “very important”

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199519961997199819992000200120022003200420052006

UM FirstYear Class

PublicHighlySelective

NationalFirst YearClass

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0%

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199519961997199819992000200120022003200420052006

NatonalFirst YearClass


UM FirstYearStudents

Discussed Politics“frequently” or “occasionally” during last year in high school

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Participated in Organized Protest“frequently” or “occasionally” during last year in high school

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199519961997199819992000200120022003200420052006

NationalFirst YearStudents



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199519961997199819992000200120022003200420052006


Public HighlySelective


Voted in Student Election“frequently” or “occasionally” during last year in high school

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0%

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199519961997199819992000200120022003200420052006

Liberal

Middle of theRoad

Conservative

UM Political Orientation

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National Political Orientationupon college entry

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199519961997199819992000200120022003200420052006

Liberal

Middle of theroad

Conservative

Citizenship

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0%

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199519961997199819992000200120022003200420052006




Student Volunteerism – High School“frequently” or “occasionally” during last year in high school

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0%

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199519961997199819992000200120022003200420052006

All UM

UM Male

UM Female

Student Volunteerism – ExpectedChances are “very good” that student will volunteer in college

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Student Volunteerism – ExpectedChances are “very good” that student will volunteer in college

0%

10%

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199519961997199819992000200120022003200420052006

National/First YearClass

Pub HighlySelective

UM FirstYear

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0%

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199519961997199819992000200120022003200420052006

All UM

UM Male

UM Female

Becoming a Community LeaderConsidered “essential” or “very important”

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Becoming a Community LeaderConsidered “essential” or “very important”

0%

10%

20%

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40%

50%

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80%

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100%

199519961997199819992000200120022003200420052006

National/First YearClass

Pub HighlySelective


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13.3

70.6

85.0

17.0

73.9

92.8

0

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Work onPolitical

Campaign

FrequentSocializing

with DifferentRace orEthnicGroups

Volunteerism

National

UM

Civic Engagement

CIRP (2005)

Small group discussion and brainstorm

Does student affairs practice need to change radically?

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Choose a question and go to that group Q1: Does Voting in Campus Elections Matter? Q2: Current Popular Activities (i.e. Dance

Marathon, Relay For Life) Q3: Parents / 1960s-Style Engagement vs.

Student-Authored Engagement

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? Does voting in campus elections matter in the “grand scheme of things?” Should we care if voting levels are low?

? Is voting a projection of “conventional” standards or values upon a younger generation and its own definition of what constitutes engagement?

? Is engagement happening, but simply in alternative ways to traditional forms of student government?

? What do we do about this?

? How does this understanding apply to our work?

Q1: Does Voting in Campus Elections Matter?

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? Are certain popular activities, such as Dance Marathon and Relay For Life, the “new student government?

? Do these types of activities represent the new “alternative politics” or merely philanthropic activity?

? Are these “arms-length” philanthropy that do little to change causal conditions and public policy?

? In what ways does this equal or not equal engagement?

? What ethical issues arise as teachable moments?

? What do we do about this?

? How does this apply to our work?

Q2: Current Popular Activities (i.e. Dance Marathon, Relay For Life)

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? Do Student Affairs professionals project their own (conventional) notions of what constitutes engagement upon a generation that defines engagement and democratic participation differently?

? In what ways is this true or not true?

? How does understanding this shape our work with students and in support of student engagement?

? What ethical issues arise as teachable moments?

Q3: Parents / 1960s-Style Engagement vs. Student-Authored Engagement

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What do we do about all of this?

How does this apply to our work?

Should it change how we work with students? How about their parents?

Now What?! General Discussion

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Bibliography:

Caputo, A., D., (2005). “A Campus View: Civic engagement and the higher education community.” National Civic Review, 94(2), 3-9.

Connor, J., S., (2006). “Civic Engagement in Higher Education.” Change, 38(5), pp. 52-58.

Ehrlich, T. (2000). Preface. In T. Ehrlich (ed.), Civic Responsibility and Higher Education (pp. V - X). Phoenix: Oryx Press

Keeter, S., Zukin, C., Andolina, M., & Jenkins, K., (2002). The Civic and Political Health of the Nation: A generational report. New Brunswick, The Pew Center for the People and Press & Eagleton Institute of Politics, Rutgers University. http://www.civicyouth.org/research/products/youth_index.htm.

Longo, V., N., & Meyer, P., R., (2006). College Students and Politics: A literature Review. College Park, The Center for Information & Research of Civic Learning and Engagement, University of Maryland: Working Paper 46.

Twenge, J., Campbell K., W., “Egos Inflating Over Time.” In Press.

Other Resources:

1. Campus Compact (http://www.compact.org)

2. The National Forum for higher Education and the Public Good (http://www.thenationalforum.org)

3. The Center for Information and research on Civic Learning and Engagement (CIRCLE) (http://civicyouth.org)

4. The National Center for the Study of University Engagement (https://csue.msu.edu)

5. Project Pericles: (http://www.projectpericles.org)

6. The Kellogg Commission, the National Association of State Universities and Land grant Colleges (2000). “Returning to Our Roots.” (https//www.nasulgc.org/Kellogg/kellogg.htm)

7. American Association of State Colleges and Universities (AASCU), (2002). “Stewards of Place.” (http://www.aascu.org/publications)

References & Resources

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http://www.umich.edu/~rsa/NASPAACPA07MatneyRullman.ppt

[email protected]

Student Affairs Research

Division of Student Affairs


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