Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-27T05:11:18.387Z Has data issue: false hasContentIssue false

27 - Prosociality and Civic Engagement

from Part IV - Applications

Published online by Cambridge University Press:  25 May 2023

Tina Malti
Affiliation:
University of Toronto
Maayan Davidov
Affiliation:
The Hebrew University of Jerusalem
Get access

Summary

Prosocial development is considered foundational for youth civic engagement, yet associations between these two developmental domains is more complex and dynamic than typically recognized. This chapter examines theory and evidence linking prosociality and two main dimensions of civic engagement: civic helping and political engagement. Most research separately examines helping versus political engagement, given that different correlates and developmental processes are often evident. Positive youth development theory posits that adolescents’ caring and connections lead to civic contributions, and evidence lends support for bidirectional associations between civic helping and prosocial competencies. Youth political engagement is not as commonly studied in relation to prosocial development, but empathy combined with critical social analysis may support socially just political attitudes and actions, whereas other political attitudes are rooted in exclusion and inequality and antithetical to prosociality. Implications for theory, future research, and practice are also discussed.

Type
Chapter
Information
The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
, pp. 542 - 559
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Albarello, F., Crocetti, E., & Rubini, M. (2020). Prejudice and inclusiveness in adolescence: The role of social dominance orientation and multiple categorization. Child Development, 91(4), 11831202. https://doi.org/10.1111/cdev.13295Google Scholar
Armenta, B. E., Knight, G. P., Carlo, G., & Jacobson, R. P. (2011). The relation between ethnic group attachment and prosocial tendencies: The mediating role of cultural values. European Journal of Social Psychology, 41(1), 107115. https://doi.org/10.1002/ejsp.742CrossRefGoogle Scholar
Ballard, P. J., Cohen, A. K., & Littenberg‐Tobias, J. (2016). Action civics for promoting civic development: Main effects of program participation and differences by project characteristics. American Journal of Community Psychology, 58(3–4), 377390. https://doi.org/10.1002/ajcp.12103Google Scholar
Bañales, J., Aldana, A., Richards‐Schuster, K., Flanagan, C. A., Diemer, M. A., & Rowley, S. J. (2019). Youth anti‐racism action: Contributions of youth perceptions of school racial messages and critical consciousness. Journal of Community Psychology, 4, 369381. https://doi.org/10.1002/jcop.22266Google Scholar
Barr, J. J., & Higgins-D’Alessandro, A. (2007) Adolescent empathy and prosocial behavior in the multidimensional context of school culture. The Journal of Genetic Psychology, 168(3), 231250. https://doi.org/10.3200/GNTP.168.3.231-250CrossRefGoogle ScholarPubMed
Batson, C. D., Chang, J., Orr, R., & Rowland, J. (2002). Empathy, attitudes and action: Can feeling for a member of a stigmatized group motivate one to help the group? Personality and Social Psychology Bulletin, 28(12), 16561666. https://doi.org10.1177/014616702237647CrossRefGoogle Scholar
Bekkers, R. (2005). Participation in voluntary associations: Relations with resources, personality, and political values. Political Psychology, 26(3), 439454. https://doi.org/10.1111/j.1467-9221.2005.00425.xGoogle Scholar
Benenson, J., & Stagg, A. (2015). An asset-based approach to volunteering: Exploring benefits for low-income volunteers. Nonprofit and Voluntary Sector Quarterly, 45(1_suppl), 131S149S. https://doi.org/10.1177/0899764015604739CrossRefGoogle Scholar
Billig, S. (2000). Research on K-12 school-based service-learning: The evidence builds. Phi Delta Kappan, 658–664. https://digitalcommons.unomaha.edu/slcek12/3Google Scholar
Blasi, A. (1980). Bridging moral cognition and moral action: A critical review of the literature. Psychological Bulletin, 88(1), 145. https://doi.org/10.1037/0033-2909.88.1.1Google Scholar
Brittian, A. S., O’Donnell, M., Knight, G. P., Carlo, G., Umana-Taylor, A. J., & Roosa, M. W. (2013). Associations between adolescents’ perceived discrimination and prosocial tendencies: The mediating role of Mexican American values. Journal of Youth and Adolescence, 42(3), 328341. https://doi.org/10.1007/s10964-012-9856-6CrossRefGoogle ScholarPubMed
Carlo, G. (2014). The development and correlates of prosocial moral behaviors. In Killen, M. & Smetana, J. G. (Eds.), Handbook of moral development (pp. 208234). Psychology Press. https://doi.org/10.4324/9780203581957.ch10Google Scholar
Carlo, G., & de Guzman, M. R. T. (2009). Theories and research on prosocial competencies among U.S. Latinos/as. In Villarruel, F. A., Carlo, G., Grau, J. M., Azmitia, M., Cabrera, N. J., & Chahin, T. J. (Eds.), Handbook of U.S. Latino psychology: Developmental and community-based perspectives (pp. 191211). Sage Publications.Google Scholar
Carlo, G., Padilla-Walker, L. M., & Nielson, M. G. (2015). Longitudinal bidirectional relations between adolescents’ sympathy and prosocial behavior. Developmental Psychology, 51(12), 17711777. https://doi.org/10.1037/dev0000056CrossRefGoogle ScholarPubMed
Carlo, G., & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31(1), 3144. https://doi.org/10.1023/A:1014033032440Google Scholar
Christens, B. D., & Dolan, T. (2011). Interweaving youth development, community development, and social change through youth organizing. Youth & Society, 43(2), 528548. https://doi.org/10.1177/0044118X10383647CrossRefGoogle Scholar
Christoph, G., Gniewosz, B., & Reinders, H. (2014). How does community service promote prosocial behavior? Examining the role of agency and ideology experience. International Journal of Behavioral Development, 38(6), 499508. https://doi.org/10.1177/0165025414531465Google Scholar
Cicognani, E., Zani, B., Fournier, B., Gavray, C., & Born, M. (2012). Gender differences in youths’ political engagement and participation: The role of parents and of adolescents’ social and civic participation. Journal of Adolescence, 35, 561576. http://dx.doi.org/10.1016/j .adolescence.2011.10.002CrossRefGoogle ScholarPubMed
Circle. (2017). How digital media can mitigate the consequences of living in civic deserts. Retrieved from https://circle.tufts.edu/latest-research/how-digital-media-can-mitigate-consequences-living-civic-desertsGoogle Scholar
Conway, J. M., Amel, E. L., & Gerwien, D. P. (2009). Teaching and learning in the social context: A meta-analysis of service learning’s effects on academic, personal, social, and citizenship outcomes. Teaching of Psychology, 36(4), 233245. https://doi.org/10.1080/00986280903172969Google Scholar
Curtin, N., Stewart, A. J., & Cole, E. R. (2015). Challenging the status quo: The role of intersectional awareness in activism for social change and pro-social intergroup attitudes. Psychology of Women Quarterly, 39(4), 512529. https://doi.org/10.1177/0361684315580439Google Scholar
Daniel, E., Dys, S. P., Buchmann, M., & Malti, T. (2014). Developmental relations between sympathy, moral emotion attributions, moral reasoning, and social justice values from childhood to early adolescence. Journal of Adolescence, 37(7), 12011214. https://doi.org/10.1016/j.adolescence.2014.08.009Google Scholar
Delia, J., & Krasny, M. E. (2018). Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education. Frontiers in Psychology, 8, 2340. https://doi.org/10.3389/fpsyg.2017.02340Google Scholar
Diemer, M. A., & Li, C. H. (2011). Critical consciousness development and political participation among marginalized youth. Child Development, 82(6), 18151833. https://doi.org/10.1111/j.1467-8624.2011.01650.xCrossRefGoogle ScholarPubMed
Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216221. https://doi.org/10.1111/cdep.12193Google Scholar
Dovidio, J. F., & Gaertner, S. L. (2010). Intergroup bias. In Fiske, S. T., Gilbert, D. T., & Lindzey, G. (Eds.), Handbook of social psychology (pp. 10841121). John Wiley & Sons. https://doi.org/10.1002/9780470561119.socpsy002029Google Scholar
Eisenberg, N. (2018). Empathy-related responding and its relations to positive development. In Roughley, N. & Schramme, T. (Eds.), Forms of fellow feeling: Empathy, sympathy, concern and moral agency (pp. 165181). Cambridge University Press.CrossRefGoogle Scholar
Eisenberg, N., Eggum, N. D., & Di Giunta, L. (2010). Empathy-related responding: Associations with prosocial behavior, aggression, and intergroup relations. Social Issues and Policy Review, 4, 143180. https://doi.org/10.1111/j.1751-2409.2010.01020.xGoogle Scholar
Eisenberg, N., & Spinrad, T. L. (2014). Multidimensionality of prosocial behavior: Rethinking the conceptualization and development of prosocial behavior. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development: A multidimensional approach (pp. 1739). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0002CrossRefGoogle Scholar
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In Lamb, M. E. & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 610656). John Wiley & Sons.Google Scholar
Eliasoph, N. (2009). Top-down civic projects are not grassroots associations: How the differences matter in everyday life. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 20(3), 291308. https://doi.org/10.1007/s11266-009-9087-yGoogle Scholar
Fiorina, M. P. (1999). A dark side of civic engagement. In Skocpol, T. & Fiorina, M. P. (Eds.), Civic engagement in American democracy (pp. 395425). Brookings Institute and Russell Sage Foundation.Google Scholar
Flanagan, C. A. (2013). Teenage citizens: The political theories of the young. Harvard University Press.CrossRefGoogle Scholar
Flanagan, C. A., Gallay, L. S., Gill, S., Gallay, E., & Nti, N. (2005). What does democracy mean? Correlates of adolescents’ views. Journal of Adolescent Research, 20(2), 193218. https://doi.org/10.1177/0743558404273377CrossRefGoogle Scholar
Fortuna, K., & Knafo, A. (2014). Parental and genetic contributions to prosocial behavior during childhood. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development: A multidimensional approach (pp. 7089). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0004Google Scholar
French, B. H., Lewis, J. A., Mosley, D. V., Adames, H. Y., Chavez-Dueñas, N. Y., Chen, G. A., & Neville, H. A. (2019). Toward a psychological framework of radical healing in communities of color. The Counseling Psychologist, 48, 1446. https://doi.org/10.1177/0011000019843506Google Scholar
Froh, J. J., Bono, G., & Emmons, R. (2010). Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents. Motivation and Emotion, 34(2), 144157. https://doi.org/10.1007/s11031-010-9163-zGoogle Scholar
Ginwright, S. A. (2010). Black youth rising: Activism and radical healing in urban America. Teachers College Press.Google Scholar
Grütter, J., & Buchmann, M. (2021). Civic competencies during adolescence: Longitudinal associations with sympathy in childhood. Journal of Youth and Adolescence, 50, 674692. https://doi.org/10.1007/s10964-020-01240-yGoogle Scholar
Hardy, S. A., Bean, D. S., & Olsen, J. A. (2015). Moral identity and adolescent prosocial and antisocial behaviors: Interactions with moral disengagement and self-regulation. Journal of Youth Adolescence, 44, 15421554. https://doi.org/10.1007/s10964-014-0172-1CrossRefGoogle ScholarPubMed
Hardy, S. A., Walker, L. J., Olsen, J. A., Woodbury, R. D., & Hickman, J. R. (2014). Moral identity as moral ideal self: Links to adolescent outcomes. Developmental Psychology, 50(1), 4557. https://doi.org/10.1037/a0033598Google Scholar
Hart, D., Donnelly, T. M., Youniss, J., & Atkins, R. (2007). High school community service as a predictor of adult voting and volunteering. American Educational Research Journal, 44(1), 197219. https://doi.org/10.3102/0002831206298173Google Scholar
Hart, D., & Fegley, S. (1995). Prosocial behavior and caring in adolescence: Relations to self‐understanding and social judgment. Child Development, 66(5), 13461359. https://doi.org/10.1111/j.1467-8624.1995.tb00939.xGoogle Scholar
Hart, D., & Sulik, M. J. (2014). The social construction of volunteering. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development: A multidimensional approach (pp. 393409). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0019Google Scholar
Heberle, A. E., Rapa, L. J., & Farago, F. (2020). Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. Psychological Bulletin, 146(6), 525. https://doi.org/10.1037/bul0000230CrossRefGoogle ScholarPubMed
Ho, A. K., Sidanius, J., Pratto, F., Levin, S., Thomsen, L., Kteily, N., & Sheehy-Skeffington, J. (2012). Social dominance orientation: Revisiting the structure and function of a variable predicting social and political attitudes. Personality and Social Psychology Bulletin, 38(5), 583606. https://doi.org/10.1177/0146167211432765Google Scholar
Hoffman, M. L. (1989). Empathy and prosocial activism. In Eisenberg, N., Reykowski, J., & Staub, E. (Eds.), Social and moral values: Individual and societal perspectives (pp. 6585). Routledge.Google Scholar
Hooghe, M., & Stolle, D. (2004). Good girls go to the polling booth, bad boys go everywhere: Gender differences in anticipated political participation among American fourteen-year-olds. Women & Politics, 26, 123. http://dx.doi.org/10.1300/J014v26n03_01CrossRefGoogle Scholar
Hope, E. C., Keels, M., & Durkee, M. I. (2016). Participation in Black Lives Matter and deferred action for childhood arrivals: Modern activism among Black and Latino college students. Journal of Diversity in Higher Education, 9(3), 203. https://doi.org/10.1037/dhe0000032CrossRefGoogle Scholar
Horn, A. S. (2012). The cultivation of a prosocial value orientation through community service: An examination of organizational context, social facilitation, and duration. Journal of Youth and Adolescence, 41(7), 948968. https://doi.org/10.1007/s10964-011-9714-yGoogle Scholar
Kahne, J., & Middaugh, E. (2008). High quality civic education: What is it and who gets it? Social Education, 72(1), 34.Google Scholar
Kanacri, B. P. L., Pastorelli, C., Zuffianò, A., Eisenberg, N., Ceravolo, R., & Caprara, G. V. (2014). Trajectories of prosocial behaviors conducive to civic outcomes during the transition to adulthood: The predictive role of family dynamics. Journal of Adolescence, 37(8), 15291539. https://doi.org/10.1016/j.adolescence.2014.07.002Google Scholar
Karras-Jean Gilles, J., Astuto, J., Niwa, E., & Ruck, M. D. (2020). Trajectories of civic socialization in context: Examining variation among children in African American and Black immigrant families. Developmental Psychology, 56(12), 22932308. https://doi.org/10.1037/dev0001116Google Scholar
Katsiaficas, D. (2018). Infusing the study of social responsibilities with an intersectional approach. New Directions for Child and Adolescent Development, 2018(161), 3956. https://doi.org/10.1002/cad.20249Google Scholar
Kavadias, D., Nohemi Jocabeth, E. V., & Hemmerechts, K. (2020). Inequality, civic education and intended future civic engagement: An examination of research in Western democracies. In Peterson, A., Stahl, G., & Soon, H. (Eds.), The Palgrave handbook of citizenship and education (pp. 583–597). https://doi.org/10.1007/978-3-319-67828-3_21Google Scholar
Killen, M., & Cooley, S. (2014). Morality, exclusion, and prejudice. In Killen, M. (Ed.), Handbook of moral development (2nd ed., pp. 340360). Taylor & Francis.Google Scholar
Knight, G. P., & Carlo, G. (2012). Prosocial development among Mexican American youth. Child Development Perspectives, 6(3), 258263. https://doi.org/10.1111/j.1750-8606.2012.00233.xCrossRefGoogle Scholar
Knight, G. P., Johnson, L. G., Carlo, G., & Eisenberg, N. (1994). A multiplicative model of the dispositional antecedents of a prosocial behavior: Predicting more of the people more of the time. Journal of Personality and Social Psychology, 66(1), 178183. https://doi.org/10.1037/0022-3514.66.1.178Google Scholar
Kohfeldt, D., Chhun, L., Grace, S., & Langhout, R. D. (2011). Youth empowerment in context: Exploring tensions in school-based yPAR. American Journal of Community Psychology, 47(1–2), 2845. https://doi.org/10.1007/s10464-010-9376-zGoogle Scholar
Ladson-Billings, G. (2009). Race still matters: Critical race theory in education. In Apple, M. W., Au, W., & Gandin, L. A. (Eds.), The Routledge international handbook of critical education (pp. 110122). Routledge. https://doi.org/10.4324/9780203882993Google Scholar
Larson, A., & Moses, T. (2017). Examining the link between stress events and prosocial behavior in adolescents: More ordinary magic? Youth & Society, 49(6), 779804. https://doi.org/10.1177/0044118X14563049CrossRefGoogle Scholar
LeCompte, K., Blevins, B., & Riggers-Piehl, T. (2020). Developing civic competence through action civics: A longitudinal look at the data. The Journal of Social Studies Research, 44(1), 127137. https://doi.org/10.1016/j.jssr.2019.03.002Google Scholar
Lerner, R. M., Wang, J., Champine, R. B., Warren, D. J., & Erickson, K. (2014). Development of civic engagement: Theoretical and methodological issues. International Journal of Developmental Science, 8(3–4), 6979. https://doi.org/10.3233/DEV-14130CrossRefGoogle Scholar
Levinson, M. (2012). No citizen left behind. Harvard University Press.Google Scholar
Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.Google Scholar
Lozada, F. T., Jagers, R. J., Smith, C. D., Bañales, J., & Hope, E. C. (2017). Prosocial behaviors of black adolescent boys: An application of a sociopolitical development theory. Journal of Black Psychology, 43(5), 493516. https://doi.org/10.1177/0095798416652021Google Scholar
Malin, H., Tirri, K., & Liauw, I. (2015). Adolescent moral motivations for civic engagement: Clues to the political gender gap? Journal of Moral Education, 44(1), 3450. https://doi.org/10.1080/03057240.2015.1014324Google Scholar
Malti, T., & Buchmann, M. (2010). Socialization and individual antecedents of adolescents’ and young adults’ moral motivation. Journal of Youth and Adolescence, 39(2), 138149. https://doi.org/10.1007/s10964-009-9400-5CrossRefGoogle Scholar
Malti, T., Chaparro, M. P., Zuffianò, A., & Colasante, T. (2016). School-based interventions to promote empathy-related responding in children and adolescents: A developmental analysis. Journal of Clinical Child & Adolescent Psychology, 45(6), 718731. https://doi.org/10.1080/15374416.2015.1121822Google Scholar
Metz, E. C., & Youniss, J. (2005). Longitudinal gains in civic development through school‐based required service. Political Psychology, 26(3), 413437. https://doi.org/10.1111/j.1467-9221.2005.00424.xGoogle Scholar
Metzger, A., Alvis, L. M., Oosterhoff, B., Babskie, E., Syvertsen, A., & Wray-Lake, L. (2018). The intersection of emotional and sociocognitive competencies with civic engagement in middle childhood and adolescence. Journal of Youth and Adolescence, 47(8), 16631683. https://doi.org/10.1007/s10964-018-0842-5CrossRefGoogle ScholarPubMed
Metzger, A., & Ferris, K. (2013). Adolescents’ domain-specific judgments about different forms of civic involvement: Variations by age and gender. Journal of Adolescence, 36(3), 529538. https://doi.org/10.1016/j.adolescence.2013.03.003CrossRefGoogle ScholarPubMed
Miklikowska, M. (2018). Empathy trumps prejudice: The longitudinal relation between empathy and anti-immigrant attitudes in adolescence. Developmental Psychology, 54(4), 703. http://dx.doi.org/10.1037/dev0000474CrossRefGoogle ScholarPubMed
Mirra, N. (2018). Educating for empathy: Literacy learning and civic engagement. Teachers College Press.Google Scholar
Natil, I. (2021). Youth civic engagement and the local peacebuilding in the Middle East and North Africa. Routledge.Google Scholar
Nielson, M. G., Padilla-Walker, L., & Holmes, E. K. (2017). How do men and women help? Validation of a multidimensional measure of prosocial behavior. Journal of Adolescence, 56, 91106. https://doi.org/10.1016/j.adolescence.2017.02.006.Google Scholar
Noddings, N. (2010). Moral education and caring. Theory and Research in Education, 8(2), 145151. https://doi.org/10.1177/1477878510368617Google Scholar
Nunner‐Winkler, G. (2007). Development of moral motivation from childhood to early adulthood. Journal of Moral Education, 36(4), 399414. https://doi.org/10.1080/03057240701687970CrossRefGoogle Scholar
O’Leary, A., & Romero, A. (2011). Chicana/o students respond to Arizona’s anti-ethnic studies bill, SB 1108: Civic engagement, ethnic identity, and well-being. Aztlan: A Journal of Chicano Studies, 36(1), 936.Google Scholar
Oosterhoff, B., Ferris, K. A., & Metzger, A. (2017). Adolescents’ sociopolitical values in the context of organized activity involvement. Youth & Society, 49(7), 947967. https://doi.org/10.1177/0044118X14Google Scholar
Padilla-Walker, L. M., & Carlo, G. (2014). Prosocial development: A multidimensional approach. Oxford University Press.Google Scholar
Padilla‐Walker, L. M., Carlo, G., & Memmott‐Elison, M. K. (2018). Longitudinal change in adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 28(3), 698710. https://doi.org/10.1111/jora.12362CrossRefGoogle ScholarPubMed
Padilla-Walker, L. M., & Fraser, A. M. (2014). How much is it going to cost me? Bidirectional relations between adolescents’ moral personality and prosocial behavior. Journal of Adolescence, 37(7), 9931001. https://doi.org/10.1016/j.adolescence.2014.07.008Google Scholar
Padilla-Walker, L. M., Memmott-Elison, M. K., & Nielson, M. G. (2018). Longitudinal change in high-cost prosocial behaviors of defending and including during the transition to adulthood. Journal of Youth and Adolescence, 47(9), 18531865. https://doi.org/10.1007/s10964-018-0875-9Google Scholar
Pancer, S. M., Pratt, M., Hunsberger, B., & Alisat, S. (2007). Community and political involvement in adolescence: What distinguishes the activists from the uninvolved? Journal of Community Psychology, 35(6), 741759. https://doi.org/10.1002/jcop.20176Google Scholar
Patterson, M. M., Bigler, R. S., Pahlke, E., Brown, C. S., Hayes, A. R., Ramirez, M. C., & Nelson, A. (2019). Toward a developmental science of politics. Monographs of the Society for Research in Child Development, 84(3), 7185. https://doi.org/10.1111/mono.12410Google Scholar
Pender, K. N., Hope, E. C., & Riddick, K. N. (2019). Queering Black activism: Exploring the relationship between racial identity and Black activist orientation among Black LGBTQ youth. Journal of Community Psychology, 47(3), 529543. https://doi.org/10.1002/jcop.22136Google Scholar
Reinders, H., & Youniss, J. (2006). School-based required community service and civic development in adolescents. Applied Developmental Science, 10(1), 212. https://doi.org/10.1207/s1532480xads1001_1Google Scholar
Rekker, R. (2016). The lasting impact of adolescence on left-right identification: Cohort replacement and intracohort change in associations with issue attitudes. Electoral Studies, 44, 120131. https://doi.org/10.1016/j.electstud.2016.06.016Google Scholar
Rogers, J., & Terriquez, V. (2013). Learning to lead: The impact of youth organizing on the educational and civic trajectories of low-income youth. Institute for Democracy, Education, and Access. https://eric.ed.gov/?id=ED574627Google Scholar
Seider, S., Kelly, L., Clark, S., Jennett, P., El-Amin, A., Graves, D., … & Cabral, M. (2020). Fostering the sociopolitical development of African American and Latinx adolescents to analyze and challenge racial and economic inequality. Youth & Society, 52(5), 756794. https://doi.org/10.1177/0044118X18767783CrossRefGoogle Scholar
Schmid, C. (2012). The value “social responsibility” as a motivating factor for adolescents’ readiness to participate in different types of political actions, and its socialization in parent and peer contexts. Journal of Adolescence, 35(3), 533547. https://doi.org/10.1016/j.adolescence.2012.03.009Google Scholar
Schwartz, S. H., Caprara, G. V., & Vecchione, M. (2010). Basic personal values, core political values, and voting: A longitudinal analysis. Political Psychology, 31(3), 421452. https://doi.org/10.1111/j.1467-9221.2010.00764.xGoogle Scholar
Sherrod, L. R., & Lauckhardt, J. (2009). The development of citizenship. In Lerner, R. M. & Steinberg, L. (Eds.), Handbook of adolescent psychology, Vol. 2: Contextual influences on adolescent development (3rd ed., pp. 372408). John Wiley & Sons.Google Scholar
Sidanius, J., Kteily, N., Sheehy‐Skeffington, J., Ho, A. K., Sibley, C., & Duriez, B. (2013). You’re inferior and not worth our concern: The interface between empathy and social dominance orientation. Journal of Personality, 81(3), 313323. https://doi.org/10.1111/jopy.12008Google Scholar
Spencer, M. B., & Spencer, T. R. (2014). Invited commentary: Exploring the promises, intricacies, and challenges to positive youth development. Journal of Youth and Adolescence, 43(6), 10271035. https://doi.org/10.1007/s10964-014-0125-8Google Scholar
Staub, E., & Vollhardt, J. (2008). Altruism born of suffering: The roots of caring and helping after victimization and other trauma. American Journal of Orthopsychiatry, 78(3), 267280. https://doi.org/10.1037/a0014223Google Scholar
Syed, M., Santos, C., Yoo, H. C., & Juang, L. P. (2018). Invisibility of racial/ethnic minorities in developmental science: Implications for research and institutional practices. American Psychologist, 73(6), 812826. https://doi.org/10.1037/amp0000294Google Scholar
Taylor, L. K., O’Driscoll, D., Dautel, J. B., & McKeown, S. (2020). Empathy to action: Child and adolescent out‐group attitudes and prosocial behaviors in a setting of intergroup conflict. Social Development, 29(2), 461477. https://doi.org/10.1111/sode.12421Google Scholar
Terriquez, V., & Lin, M. (2020). Yesterday they marched, today they mobilised the vote: A developmental model for civic leadership among the children of immigrants. Journal of Ethnic and Migration Studies, 46(4), 747769. https://doi.org/10.1080/1369183X.2018.1556457Google Scholar
Tolan, P., Lovegrove, P., & Clark, E. (2013). Stress mitigation to promote development of prosocial values and school engagement of inner‐city urban African American and Latino youth. American Journal of Orthopsychiatry, 83(2–3), 289298. https://doi.org/10.1111/ajop.12038Google Scholar
Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth and Adolescence, 47(5), 10861099. https://doi.org/10.1007/s10964-017-0786-1Google Scholar
Van Goethem, A., Van Hoof, A., Orobio de Castro, B., Van Aken, M., & Hart, D. (2014). The role of reflection in the effects of community service on adolescent development: A meta‐analysis. Child Development, 85(6), 21142130. https://doi.org/10.1111/cdev.12274Google Scholar
Wagaman, M. A. (2011). Social empathy as a framework for adolescent empowerment. Journal of Social Service Research, 37(3), 278293. https://doi.org/10.1080/01488376.2011.564045CrossRefGoogle Scholar
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New Directions for Child and Adolescent Development, 134, 4357. https://doi.org/10.1002/cd.310CrossRefGoogle Scholar
Weng, S. S., & Lee, J. S. (2016). Why do immigrants and refugees give back to their communities and what can we learn from their civic engagement? VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 27(2), 509524. https://doi.org/10.1007/s11266-015-9636-5Google Scholar
White, E. S., & Mistry, R. S. (2016). Parent civic beliefs, civic participation, socialization practices, and child civic engagement. Applied Developmental Science, 20(1), 4460. https://doi.org/10.1080/10888691.2015.1049346Google Scholar
White-Johnson, R. L. (2012). Prosocial involvement among African American young adults: Considering racial discrimination and racial identity. Journal of Black Psychology, 38(3), 313341. https://doi.org/10.1177/0095798411420429Google Scholar
Wray-Lake, L., & Abrams, L. S. (2020). Pathways to civic engagement among urban youth of color. Monographs of the Society for Research in Child Development, 85(2). https://doi.org/10.1111/mono.12415Google Scholar
Wray-Lake, L., Arruda, E. H., & Schulenberg, J. E. (2020). Civic development across the transition to adulthood in a national US sample: Variations by race/ethnicity, parent education, and gender. Developmental Psychology, 56(10), 19481967. http://doi.org/10.1037/dev0001101Google Scholar
Wray-Lake, L., & Ballard, P. J. (2021). Civic engagement across adolescence and young adulthood. In Crockett, L., Carlo, G., & Schulenberg, J. (Eds.), Handbook of adolescent and young adult development. American Psychological Association.Google Scholar
Wray-Lake, L., Metzger, A., & Syvertsen, A. K. (2017). Testing multidimensional models of youth civic engagement: Model comparisons, measurement invariance, and age differences. Applied Developmental Science, 119. https://doi.org/10.1080/10888691.2016.1205495Google Scholar
Wray-Lake, L., & Syvertsen, A. (2011). The developmental roots of social responsibility in childhood and adolescence. In Flanagan, C. & Christens, B. (Eds.), Youth development: Work at the cutting edge (pp. 1125). Jossey-Bass.Google Scholar
Yang, Y., Li, W., Sheldon, K. M., & Kou, Y. (2019). Chinese adolescents with higher social dominance orientation are less prosocial and less happy: A value‐environment fit analysis. International Journal of Psychology, 54(3), 325332. https://doi.org/10.1002/ijop.12474Google Scholar
Yates, M., & Youniss, J. (1998). Community service and political identity development in adolescence. Journal of Social issues, 54(3), 495512. https://digitalcommons.unomaha.edu/slceciviceng/21Google Scholar
Zaff, J., Boyd, M., Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Active and engaged citizenship: Multi-group and longitudinal factorial analysis of an integrated construct of civic engagement. Journal of Youth and Adolescence, 39(7), 736750. https://doi.org/10.1007/s10964-010-9541-6Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×