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Track differences in civic and democratic engagementduring secondary education : a new panel study from the Netherlands
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0007-1315; 1468-4446
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The British journal of sociology, 2025, OnlineFirst
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VAN DE WERFHORST, Herman G., TEN DAM, Geert, GEVEN, Sara, HUIJSMANS, Twan, MENNES, Hester, MULDER, Laura, VAN SLAGEREN, Jaap, VAN DER MEER, Tom, Track differences in civic and democratic engagementduring secondary education : a new panel study from the Netherlands, The British journal of sociology, 2025, OnlineFirst - https://hdl.handle.net/1814/92941
Abstract
Whether students educated in different ability tracks in secondary education develop different levels of civic and democraticengagement is yet unclear. To explore this issue, we focus on how schools bring students of different tracks and familybackgrounds together, and whether such between‐school differences are associated with varying growth rates in civic anddemocratic engagement during secondary education. Using newly collected 4‐year panel data starting at the very beginning ofthe Dutch tracked educational system, the Dutch Adolescent Panel on Democratic Values (DAPDV), we study developments ininstitutional trust, societal interest, voting intention, and political knowledge. Growth curve models show that much of thevariation between tracks and between schools is rather stable, although track differences in institutional trust became morepronounced. Although schools that are more compositionally diverse vary from homogeneous schools, track differences arelargely present already at the start of secondary education. Within‐individual transition models show that students moving up tomore advanced tracks do gain in political knowledge.
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Published online: 30 June 2025
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This article was published Open Access with the support from the EUI Library through the CRUI - Wiley Transformative Agreement (2024-2027)