Laura Luehrmann (Advisor)
Master of Arts (MA)
The causal relationship between measures of deliberative democratic practices and quality of citizen participation were examined using selected variables from the International Association for the Evaluation of Education Achievement's (IEA) 1999 Civic Education Study (CivEd). Logit regression for survey data was used to analyze whether a causal relationship existed between two indicators of deliberative democratic practices and a total of four measures of both current and expected student participation using data from three countries, the United States, England, and Australia. One independent variable, the degree to which students believed their teachers encouraged discussion of controversial political or social issues, had an effect on two measures of participation, including students' expectations to engage in both informed voting and a peaceful protest. An effect of the second independent variable, the degree to which students believed their teachers represented several sides of an issue, had an effect on students' expectation to engage in informed voting. An interpretation of the marginal effects is discussed. Implications from this study provide insight on the value of deliberative democratic practices to civic education and point to the development of more efficient theoretical constructs for identifying and measuring differences in democratic practice and the value of those practices to civic education.
Department or Program
Department of Political Science
Year Degree Awarded
Copyright 2007, all rights reserved. This open access ETD is published by Wright State University and OhioLINK.