Voting as an Influential Behavior

Abstract

This study investigates preadult learning about voting and its ability to convey wants and influence the government. Its framework is the Easton-Dennis (1969) socialization model. Past research has concentrated on vote socialization as a "support" input, whereas this work treats voting as a "demand" input. A survey was administered to a widely diversified sample composed of 1692 preadults from grades four through high school. Using both closed- and open-ended questions, it was found that preadults recognize and evaluate voting effectiveness to influence government. Effectiveness evaluations are quite diverse, although a simple majority in all groups believe voting can be effective to a degree. Respondents are also capable of contrasting voting effectiveness with other forms of participation. In comparison with other participations, voting is viewed by all age groups as a relatively less effective demand behavior.