CHAPTER 4: Conceptual and Analytic Development of a Civic Engagement Scale for Preadolescents

Traditional definitions of civic engagement center on age-related behaviors such as participation in electoral processes and attendance at public meetings (Camino & Zeldin, 2002). However, community service and civic engagement programs are deemed beneficial for young people, who are often too young to vote and have not yet developed skills for participation in public meetings (Balsano, 2005; Bolland, 2003; Driskell, 2002; Flanagan & Faison, 2001; Ginwright & Cammarota, 2007; Lerner, Dowling, & Anderson, 2003; Nicotera, 2008; Yates & Youniss, 1996). The perceived benefits of community service and civic engagement for preadolescents arise from the theoretical link between participation in civically oriented activities and community service and positive youth development (Flanagan, 2003; Flanagan & Faison, 2001; Lerner et al., 2003). For example, Yates and Youniss’ (1996) review of 44 studies of adolescents and young adults who performed community service report that service was related to positive social development in areas such as agency, self-esteem, and personal competence. Advancement in the measuring of civic engagement has allowed for the growth of empirical evidence connecting civic engagement to positive youth development (e.g., Baldi et al., 2001; Flanagan, Syvertsen, & Stout, 2007; Johnson, Johnson-Pynn, & Johnson, 2007; Keeter, Jenkins, Zukin, & Andolina, 2003; Reinders & Youniss, 2006; Shiarella, McCarthy, & Tucker, 2000; Torney-Purta, Lehman, & Oswald, & Schulz, 2001). However, the majority of empirical evidence that supports this link between civic engagement and positive youth development is aimed at adolescents (ages 14-17) and young adults (ages 18 to 24).