Explaining the gap: Why do Swedish‐speaking minority youth have higher political self‐efficacy than Finnish‐speaking majority youth?

Abstract

Although political self‐efficacy is one of the most important determinants of political participation, little is known about the factors that boost its development or reduce structural differences between different social groups. This study tests three perspectives—socioeconomic background, social capital and supporting school environment—to explain why youth belonging to the Swedish‐speaking minority in Finland have significantly higher political self‐efficacy than those belonging to the Finnish‐speaking majority, despite their minority status. Using the data of 5274 15–16‐year‐old students in a multilevel OLS design, this study indicates that a more open classroom climate in minority schools is an important predictor of the higher political self‐efficacy of the minority youth. The results demonstrate the value of promoting classroom environments where students are encouraged to express their opinions and discuss political issues openly.