For students of color, how do school experiences early in life affect adult political participation later on? Political scientists have long understood that race plays a critical role in political behavior; however, scholars rarely investigate the features of American society that drive racial inequalities in outcomes like voting, volunteering for campaigns, and other forms of political participation. This study explores an important and underexamined source of long-term differences in political behavior: childhood experiences in schools. Using observational analysis of longitudinal datasets, I examine the relationship between public schools and political participation among students of color. My research highlights the important fact that public schools can influence both the resources students of color have later in life and the feelings they have toward government and politics—sometimes in opposing ways that ultimately leave students of color better-resourced but less confident in government and less likely to participate.
","abstract_html":"<p>For students of color, how do school experiences early in life affect adult political participation later on? Political scientists have long understood that race plays a critical role in political behavior; however, scholars rarely investigate the features of American society that drive racial inequalities in outcomes like voting, volunteering for campaigns, and other forms of political participation. This study explores an important and underexamined source of long-term differences in political behavior: childhood experiences in schools. Using observational analysis of longitudinal datasets, I examine the relationship between public schools and political participation among students of color. My research highlights the important fact that public schools can influence both the resources students of color have later in life and the feelings they have toward government and politics—sometimes in opposing ways that ultimately leave students of color better-resourced but less confident in government and less likely to participate. </p>","abstract_has_math":false,"creators":["Martinez, Marayna"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Carnes, Nicholas","Hillygus, D. Sunshine"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-24T02:07:17Z","subjects":["Political science","Public policy","American Politics","Education Policy","Political Behavior"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10161/29110","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Carnes, Nicholas","Hillygus, D. Sunshine"]},{"key":"dc:creator","label":"Author","values":["Martinez, Marayna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-10-03T13:35:24Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-10-03T13:35:24Z"]},{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Political science","Public policy","American Politics","Education Policy","Political Behavior"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10161/29110"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["For students of color, how do school experiences early in life affect adult political participation later on? Political scientists have long understood that race plays a critical role in political behavior; however, scholars rarely investigate the features of American society that drive racial inequalities in outcomes like voting, volunteering for campaigns, and other forms of political participation. This study explores an important and underexamined source of long-term differences in political behavior: childhood experiences in schools. Using observational analysis of longitudinal datasets, I examine the relationship between public schools and political participation among students of color. My research highlights the important fact that public schools can influence both the resources students of color have later in life and the feelings they have toward government and politics—sometimes in opposing ways that ultimately leave students of color better-resourced but less confident in government and less likely to participate.
"]},{"key":"dc:title","label":"Title","values":["Three Papers on Public Schools and Political Participation Among Americans of Color"]}]}],"canonical_facts":{"dc:contributor.advisor":["Carnes, Nicholas","Hillygus, D. Sunshine"],"dc:creator":["Martinez, Marayna"],"dc:date.accessioned":["2023-10-03T13:35:24Z"],"dc:date.available":["2023-10-03T13:35:24Z"],"dc:date.issued":["2023"],"dc:description.abstract":["For students of color, how do school experiences early in life affect adult political participation later on? Political scientists have long understood that race plays a critical role in political behavior; however, scholars rarely investigate the features of American society that drive racial inequalities in outcomes like voting, volunteering for campaigns, and other forms of political participation. This study explores an important and underexamined source of long-term differences in political behavior: childhood experiences in schools. Using observational analysis of longitudinal datasets, I examine the relationship between public schools and political participation among students of color. My research highlights the important fact that public schools can influence both the resources students of color have later in life and the feelings they have toward government and politics—sometimes in opposing ways that ultimately leave students of color better-resourced but less confident in government and less likely to participate.
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