The Bear Market in Political Socialization and the Costs of Misunderstood Psychological Theories

Abstract

Not so long ago, political scientists were enthusiastically proclaiming that political socialization was a growth stock. But interest in the subfield has slackened, and the bull market has turned bearish. This article argues that a central cause of this recent scholarly neglect is a lack of theoretical confidence. Political socialization has been branded as less worthy of study largely because it is difficult to study and to understand in the absence of an explicit psychological model of learning. A strong theoretical rationale must be developed to return the subfield to its deserved place of priority. Such an endeavor is also Justified by the new popularity of the Piagetian model, which is inappropriate for understanding political learning because it emphasizes the foremost growth of logical operations and the individual as the prime motivating force. Another model, that of L. S. Vygotsky, is more useful, incorporating many of Piaget's insights without his unrealistic expectations. I outline Vygotsky's cognitive-developmental model, indicate its applicability to the small body of defensible research on the process of political learning, and conclude with a research agenda suggested by the model.