{"title":"What Factors Influenced Young Adults to Vote in the 2020 Presidential Election?","authors":"Hye-Young Yun, Sandra Graham","doi":"10.1177/23522798241301440","DOIUrl":"10.1177/23522798241301440","url":null,"abstract":"<p><p>Using data drawn from a racially/ethnically diverse sample of participants (<i>N</i> = 1,489; 52% female; M<sub>age_T1</sub>: 18.10; 34% Latino, 21% White, 20% Asian, 11% Black, 11% multiracial/multiethnic, and 3% other), we conducted a binary logistic regression to identify which factors during adolescence and early adulthood were associated with voting behavior in the 2020 presidential election. There were three main findings. First, young adults who had more cross-racial/ethnic friendships and those who participated in volunteer activities during their senior year of high school were more likely to vote. Second, having cross-racial/ethnic friendships and endorsing self-transcendence values (benevolence, universalism) in early adulthood were positively associated with voting behavior, even when controlling for high school factors. Third, those who endorsed self-enhancement values were more likely to vote when they had more cross-racial/ethnic friendships during high school. Implications for voting patterns among young adults in future presidential elections are discussed.</p>","PeriodicalId":521402,"journal":{"name":"Journal of social studies research","volume":"49 3","pages":"187-200"},"PeriodicalIF":0.0,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13141813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147849150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Meaning-Making Through Dialogic Classroom Discourse in History Classes: Multi-Perspective Case Studies From a Teacher Professional Development Program.","authors":"Miriam Moser, Matthias Zimmermann","doi":"10.1177/23522798241278284","DOIUrl":"10.1177/23522798241278284","url":null,"abstract":"<p><p>This article examines the characteristics of meaning-making during classroom discourse using data from a study regarding a yearlong teacher professional development (TPD) program intended to promote dialogic discourse in whole-class practice. The in-depth, video-based case analyses of two whole-class discussions in history classes (two classes/teachers, <i>N</i> = 46 students) at the end of the TPD integrate multi-semiotic and content-bound perspectives. The analyses show how the students adopt an active role in shaping the dialog and contribute to the direction of the discourse, while both teachers assume a moderating stance. Concurrently, the findings highlight the inherent tension teachers face while ensuring student participation and compliance with disciplinary norms. In addition, the results reveal new student roles and asymmetries due to altered responsibilities in student-owned classroom discourse, which are particularly elucidated through nonverbal interactions. This contributes to existing research by highlighting novel, critical elements for consideration in TPD.</p>","PeriodicalId":521402,"journal":{"name":"Journal of social studies research","volume":"49 1","pages":"51-70"},"PeriodicalIF":0.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13141812/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147848205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}