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Running Mind: POLITICAL ENGAGEMENT

Politics Does not Affect Me…Does It?: The Affects of Counter-Attitudinal Advocation on Students' Political and Civic Proposal Attitudes

Elizabeth L. Chupp

Illinois Express University

January 10, 08

Com 424: Seminar in Persuasion

Final Paper

Fuzy

The children of our region have been going through a decline in their numbers of political and civic engagement over the past several years. Several students argue that it is the responsibility of higher education to boost the politics engagement numbers of our country's youth. Even more, the basic communication course supplies the optimal environment in which to include political diamond skills simply because they compliment the present communication pedagogy. Many learners enter school with adverse attitudes to political engagement, and this study seeks to explore whether teachers can change students' existing thinking through the use of counter-attitudinal advocacy systems in the classroom. This study works on the pre-test, post-test design to measure students' attitudes towards political and civic diamond at the beginning as well as the end with the semester in the basic connection course to determine if counter-attitudinal advocacy systems are influential in changing students' thinking. Results in the study along with directions for upcoming research can also be discussed. If CAA demonstrates successful in altering students' attitudes toward political and civic involvement, this research will provide educators with a concrete floor mechanism to implement in their classrooms.

National politics Doesn't Affect Me…Does That?: The Influences of Counter-Attitudinal Advocacy on Students' Political and Civic Engagement Attitudes

The democracy we enjoy in america is one of the main elements which enables our region great; however , it is also a privilege, and a democracy cannot function without the participation of the citizens. In accordance to Colby, Beaumont, Ehrlich, and Corngold (2007), democracies are only while strong as the " citizens, activities, and goals that arouse, rouse, stimulate them” (p. 25). Each goes on to be aware that a democracy is " fundamentally a practice of shared responsibility for a common future” (Colby et 's., 2007, l. 25). For a democracy to function to its fullest potential, it does not only requirements participation from its citizens, it needs those citizens to be informed and responsible. While American citizens, preserving and maintaining our democracy should be one among our principal goals. Among the key elements in conserving and maintaining our democracy is completing down each of our democratic values to the youthful generations of your country. It's the responsibility from the older generations to teach each of our country's youth how to become see and civically engaged for them to in turn effect the democratic values of future years.

Unfortunately, the youth of your nation have been experiencing a decline in their levels of political and civic engagement in the last several years. Since reported by the Center for Information and Research in Civic Learning and Engagement (CIRCLE), " youth voter turnout amongst citizens varies substantially around states…However, youngsters turnout continue to remains greatly below turnout for adults twenty-five and older” (Donovan, Lopez, & Sagoff, 2005, g. 1). In fact , " country wide, youth voter turnout in 2004 was 47 percent, and voter turnout between adults above age twenty-five was 66 percent” (Donovan et 's., 2005, s. 1). These types of statistics show a disturbing pattern among the youngsters of our region which anxiously needs improvement; however , there is reason to hope the fact that levels of youngsters political involvement may be increasing. According to CIRCLE (2008), the junior vote accounted for a substantial percentage of the general voting total in the 08 presidential selection. While this is certainly promising, there may be still very much work which should be done to still...

References: Beaumont, E., Colby, A., Wirklich, T., & Torney-Purta, L. (2006). Endorsing political proficiency and engagement in scholars: An empirical study. Diary of Politics Science Education, 2, 249-270).

Boyte, They would. (2008). The American dream. Journal of school and Personality, 10, 1-12.

Colby, A., Ehrlich, To., Beaumont, At the., & Stephens, J. (2003). Educating people: Preparing America 's undergraduates for lives of moral and civic responsibility. San Francisco, CA: The Carnegie Foundation intended for the Improvement of Teaching.

Boogie, F. E. X. (2002). Speech and thought: A renewal. Connection Education, 51, 355-359.

Dalton, J., & Crosby, G. (2008). Student voting and political proposal in college: Should advanced schooling be doing more to advertise civic firm?. Journal of school and Character, 10, 1-8.

Hillygus, M. S. (2005). The lacking link: Exploring the relationship between higher education and political diamond. Political Tendencies, 27, 25-47.

Hunt, S. K., Simonds, C. M., & Simonds, B. K. (2007). Distinctively qualified, distinctively competent: Delivering 21st century abilities in the basic course. Daily news presented at the meeting from the National Conversation Association Conference, Chicago, IL.

McKinney, M. S., & Chattopadhyay, H. (2007). Politics engagement through debates: Fresh citizens ' reactions for the 2004 presidential debates. American Behavioral Scientist, 50, 1169-1182.

Miller G. R. (1973). Counterattitudinal advocacy: A current evaluation. In C. D. Mortensen & T. K. Calmado (Eds. ), Advances in communication study (105-152). New York: Harper & Row, Web publishers, Inc.

Callier, R. D., Wozniak, T. J., Rust, M. Ur., Miller, B. R., & Slezak, M. (1996). Counterattitudinal advocacy as a method of enhancing instructional efficiency: How to train students them not want to know. Teaching of Psychology, twenty-three, 215-219.

Burns, R. D., & Wozniak, W. (2001). Counter-attitudinal advocation: Effort versus self-generation of arguments. Current Research in Social Psychology, 6(4), 46-56.

Spiezio, E. E., Baker, K. Q., & Bolad, K. (2005). General education and civic engagement: An empirical examination of pedagogical possibilities. Diary of Standard Education, 54, 273-292.

Hard, J. B., & Mongeau, P. A. (2003). Convincing communication (2nd ed. ). New York:

Guilford Press.

Ullman, W. 3rd there’s r., & Bodaken, E. Meters. (1975). Causing resistance to persuasive attack: A test of two strategies of communication. Western Speech Connection, 39, 240-248.

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