Chapter 6 Political Culture and Socialization

Beliefs

BeliefsIdeas that are considered to be true by a society. are ideas that are considered to be true by a society. Founders of the American republic endorsed both equality, most notably in the Declaration of Independence, and liberty, most prominently in the Constitution. These political theories have become incorporated into the political culture of the United States in the central beliefs of egalitarianism and individualism.

EgalitarianismDoctrine emphasizing the natural equality of people in society. is the doctrine emphasizing the natural equality of humans, or at least the absence of a preexisting superiority of one set of humans above another. This core American belief is found in the preamble to the Declaration of Independence, which states that “all men are created equal” and that people are endowed with the unalienable rights to “life, liberty, and the pursuit of happiness.” Americans endorse the intrinsic equal worth of all people. Survey data consistently indicate that between 80 percent and 90 percent of Americans believe that it is essential to treat all people equally, regardless of race or ethnic background.James Davison Hunter and Carl Bowman, The State of Disunion (Charlottesville, VA: In Media Res Educational Foundation, 1996); Pew Research Center for the People and the Press, Values Survey (Washington, DC: Pew Research Center, March 2009).

The principle of individualismPrinciple emphasizing the centrality and dignity of the individual and her or his capacity for free action. stresses the centrality and dignity of individual people. It privileges free action and people’s ability to take the initiative in making their own lives as well as those of others more prosperous and satisfying. In keeping with the Constitution’s preoccupation with liberty, Americans feel that children should be taught to believe that individuals can better themselves through self-reliance, hard work, and perseverance.James Davison Hunter and Carl Bowman, The State of Disunion (Charlottesville, VA: In Media Res Educational Foundation, 1996).

The beliefs of egalitarianism and individualism are in tension with one another. For Americans today, this contradiction tends to be resolved by an expectation of equality of opportunityThe right of each individual to the same chance to get ahead in society., the belief that each individual has the same chance to get ahead in society. Americans tend to feel that most people who want to get ahead can make it if they’re willing to work hard.Pew Research Center for the People and the Press, Retro-Politics: The Political Typology (Washington, DC: Pew Research Center, November 11, 1999). Americans are more likely to promote equal political rights, such as the Voting Rights Act’s stipulation of equal participation for all qualified voters, than economic equality, which would redistribute income from the wealthy to the poor.Richard W. Wilson, “American Political Culture in Comparative Perspective,” Political Psychology, 18, no. 2 (1997): 483–502.

Values

Beliefs form the foundation for valuesA society’s shared convictions about what is just and good., which represent a society’s shared convictions about what is just and good. Americans claim to be committed to the core values of individualism and egalitarianism. Yet there is sometimes a significant disconnect between what Americans are willing to uphold in principle and how they behave in practice. People may say that they support the Constitutional right to free speech but then balk when they are confronted with a political extremist or a racist speaking in public.

Core American political values are vested in what is often called the American creedBelief in the United States “as a Government of the people, by the people, for the people, who powers are derived from the consent of the governed.”. The creed, which was composed by New York State Commissioner of Education Henry Sterling Chapin in 1918, refers to the belief that the United States is a government “by the people, for the people, whose just powers are derived from the consent of the governed.” The nation consists of sovereign states united as “a perfect Union” based on “the principles of freedom, equality, justice, and humanity.” American exceptionalismConviction that America’s vast frontier offered boundless opportunities for individuals to achieve their goals. is the view that America’s exceptional development as a nation has contributed to its special place is the world. It is the conviction that the country’s vast frontier offered boundless and equal opportunities for individuals to achieve their goals. Americans feel strongly that their nation is destined to serve as an example to other countries.James Davison Hunter and Carl Bowman, The State of Disunion (Charlottesville, VA: In Media Res Educational Foundation, 1996). They believe that the political and economic systems that have evolved in this country are perfectly suited in principle to permit both individualism and egalitarianism.

Consequently, the American creed also includes patriotismLove of one’s country and respect for its symbols and principles.: the love of one’s country and respect for its symbols and principles. The events of 9/11 ignited Americans’ patriotic values, resulting in many public displays of support for the country, its democratic form of government, and authority figures in public-service jobs, such as police and firefighters. The press has scrutinized politicians for actions that are perceived to indicate a lack of patriotism, and the perception that a political leader is not patriotic can generate controversy. In the 2008 presidential election, a minor media frenzy developed over Democratic presidential candidate Barack Obama’s “patriotism problem.” The news media debated the significance of Obama’s not wearing a flag lapel pin on the campaign trail and his failure to place his hand over his heart during the playing of the national anthem.

Another core American value is political toleranceWillingness to allow groups with whom one disagrees fundamentally to exercise their constitutionally guaranteed freedoms., the willingness to allow groups with whom one disagrees to exercise their constitutionally guaranteed freedoms, such as free speech. While many people strongly support the ideal of tolerance, they often are unwilling to extend political freedoms to groups they dislike. People acknowledge the constitutional right of racist groups, such as skinheads, to demonstrate in public, but will go to great lengths to prevent them from doing so.John L. Sullivan, James Piereson, and George E. Marcus, Political Tolerance and American Democracy (Chicago: University of Chicago Press, 1982).

Democratic political values are among the cornerstones of the American creed. Americans believe in the rule of lawThe premise that government is based on a body of law, agreed on by the governed, this is applied equally and justly.: the idea that government is based on a body of law, agreed on by the governed, that is applied equally and justly. The Constitution is the foundation for the rule of law. The creed also encompasses the public’s high degree of respect for the American system of government and the structure of its political institutions.

Capitalist economic valuesValues that emphasize the need for a free-enterprise system, open business competition, private ownership of property, and limited government intervention in business affairs. are embraced by the American creed. Capitalist economic systems emphasize the need for a free-enterprise system that allows for open business competition, private ownership of property, and limited government intervention in business affairs. Underlying these capitalist values is the belief that, through hard work and perseverance, anyone can be financially successful.Herbert McClosky and John Zaller, The American Ethos (Cambridge, MA: Harvard University Press, 1987).

Figure 6.1

Tea Party supporters from across the country staged a “March on Washington” to demonstrate their opposition to government spending and to show their patriotism.

Source: http://commons.wikimedia.org/wiki/File:9.12_tea_party_in_DC.jpg.

The primacy of individualism may undercut the status quo in politics and economics. The emphasis on the lone, powerful person implies a distrust of collective action and of power structures such as big government, big business, or big labor. The public is leery of having too much power concentrated in the hands of a few large companies. The emergence of the Tea Party, a visible grassroots conservative movement that gained momentum during the 2010 midterm elections, illustrates how some Americans become mobilized in opposition to the “tax and spend” policies of big government.Pew Research Center for the People and the Press, Views of Business and Regulation Remain Unchanged (Washington, DC: Pew Research Center, February 21, 2001). While the Tea Party shunned the mainstream media because of their view that the press had a liberal bias, they received tremendous coverage of their rallies and conventions, as well as their candidates. Tea Party candidates relied heavily on social media, such as Facebook and Twitter, to get their anti–big government message out to the public.

Rituals, Traditions, and Symbols

Rituals, traditions, and symbols are highly visible aspects of political culture, and they are important characteristics of a nation’s identity. RitualsCeremonial acts performed by the people of a nation., such as singing the national anthem at sporting events and saluting the flag before the start of a school day, are ceremonial acts that are performed by the people of a nation. Some rituals have important symbolic and substantive purposes: Election Night follows a standard script that ends with the vanquished candidate congratulating the opponent on a well-fought battle and urging support and unity behind the victor. Whether they have supported a winning or losing candidate, voters feel better about the outcome as a result of this ritual.Benjamin Ginsberg and Herbert Weissberg, “Elections and the Mobilization of Popular Support,” American Journal of Political Science 22, no.1 (1978): 31–55. The State of the Union address that the president makes to Congress every January is a ritual that, in the modern era, has become an opportunity for the president to set his policy agenda, to report on his administration’s accomplishments, and to establish public trust. A more recent addition to the ritual is the practice of having representatives from the president’s party and the opposition give formal, televised reactions to the address.

Figure 6.2

President Barack Obama gives the 2010 State of the Union address. The ritual calls for the president to be flanked by the Speaker of the House of Representatives (Nancy Pelosi) and the vice president (Joe Biden). Members of Congress and distinguished guests fill the House gallery.

Source: http://commons.wikimedia.org/wiki/File:2010_State_of_the_Union.jpg.

Political traditionsCustoms and festivities passed on from generation to generation. are customs and festivities that are passed on from generation to generation, such as celebrating America’s founding on the Fourth of July with parades, picnics, and fireworks. SymbolsObjects or emblems that represent a nation. are objects or emblems that stand for a nation. The flag is perhaps the most significant national symbol, especially as it can take on enhanced meaning when a country experiences difficult times. The bald eagle was officially adopted as the country’s emblem in 1787, as it is considered a symbol of America’s “supreme power and authority.”

Figure 6.3

The Statue of Liberty stands in New York Harbor, an 1844 gift from France that is a symbol welcoming people from foreign lands to America’s shores.

Source: Photo courtesy of Severin St. Martin, http://www.flickr.com/photos/severinstmartin/55840746/.

Folklore

Political folkloreLegends and stories shared by a nation., the legends and stories that are shared by a nation, constitutes another element of culture. Individualism and egalitarianism are central themes in American folklore that are used to reinforce the country’s values. The “rags-to-riches” narratives of novelists—the late-nineteenth-century writer Horatio Alger being the quintessential example—celebrate the possibilities of advancement through hard work.

Much American folklore has grown up around the early presidents and figures from the American Revolution. This folklore creates an image of men, and occasionally women, of character and strength. Most folklore contains elements of truth, but these stories are usually greatly exaggerated.

Figure 6.4

There are many folktales about young George Washington, including that he chopped down a cherry tree and threw a silver dollar across the Potomac River. These stories were popularized by engravings like this one by John C. Mccabe depicting Washington working as a land surveyor.

Source: Photo courtesy of the National Park Service Historical Handbook Series No. 26, frontispiece, http://commons.wikimedia.org/wiki/File:Young_George_Washington.jpg.

The first American president, George Washington, is the subject of folklore that has been passed on to school children for more than two hundred years. Young children learn about Washington’s impeccable honesty and, thereby, the importance of telling the truth, from the legend of the cherry tree. When asked by his father if he had chopped down a cherry tree with his new hatchet, Washington confessed to committing the deed by replying, “Father, I cannot tell a lie.” This event never happened and was fabricated by biographer Parson Mason Weems in the late 1700s.George Washington’s Mount Vernon, “Is it true that George Washington chopped down a cherry tree when he was a boy?,” accessed February 3, 2011, http://www.mountvernon.org/knowledge/index.cfm/fuseaction/view/KnowledgeID/21. Legend also has it that, as a boy, Washington threw a silver dollar across the Potomac River, a story meant to illustrate his tremendous physical strength. In fact, Washington was not a gifted athlete, and silver dollars did not exist when he was a youth. The origin of this folklore is an episode related by his step-grandson, who wrote that Washington had once thrown a piece of slate across a very narrow portion of the Rappahannock River in Virginia.George Washington’s Mount Vernon, “Did George Washington really throw a silver dollar across the Potomac River?,” accessed February 3, 2011, http://www.mountvernon.org/knowledge/index.cfm/fuseaction/view/KnowledgeID/20.

Heroes

HeroesPeople who, in theory, embody the best of what a country has to offer and thereby define a nation’s political culture. embody the human characteristics most prized by a country. A nation’s political culture is in part defined by its heroes who, in theory, embody the best of what that country has to offer. Traditionally, heroes are people who are admired for their strength of character, beneficence, courage, and leadership. People also can achieve hero status because of other factors, such as celebrity status, athletic excellence, and wealth.

Shifts in the people whom a nation identifies as heroes reflect changes in cultural values. Prior to the twentieth century, political figures were preeminent among American heroes. These included patriotic leaders, such as American-flag designer Betsy Ross; prominent presidents, such as Abraham Lincoln; and military leaders, such as Civil War General Stonewall Jackson, a leader of the Confederate army. People learned about these leaders from biographies, which provided information about the valiant actions and patriotic attitudes that contributed to their success.

Today American heroes are more likely to come from the ranks of prominent entertainment, sports, and business figures than from the world of politics. Popular culture became a powerful mechanism for elevating people to hero status beginning around the 1920s. As mass media, especially motion pictures, radio, and television, became an important part of American life, entertainment and sports personalities who received a great deal of publicity became heroes to many people who were awed by their celebrity.Fred I. Greenstein, Children and Politics (New Haven, CT: Yale University Press, 1969).

In the 1990s, business leaders, such as Microsoft’s Bill Gates and General Electric’s Jack Welch, were considered to be heroes by some Americans who sought to achieve material success. The tenure of business leaders as American heroes was short-lived, however, as media reports of the lavish lifestyles and widespread criminal misconduct of some corporation heads led people to become disillusioned. The incarceration of Wall Street investment advisor Bernard Madoff made international headlines as he was alleged to have defrauded investors of billions of dollars.Sandra Yin, “Shifting Careers,” American Demographics, 23, no. 12 (December 2001): 39–40.

Sports figures feature prominently among American heroes, especially during their prime. Cyclist Lance Armstrong is a hero to many Americans because of his unmatched accomplishment of winning seven consecutive Tour de France titles after beating cancer. However, heroes can face opposition from those who seek to discredit them: Armstrong, for example, has been accused of doping to win races, although he has never failed a drug test.

Figure 6.5

Cyclist Lance Armstrong is considered by many to be an American hero because of his athletic accomplishments and his fight against cancer. He also has been the subject of unrelenting media reports that attempt to deflate his hero status.

Source: http://commons.wikimedia.org/wiki/File:Lance_Armstrong_Aviano.jpg.

NBA basketball player Michael Jordan epitomizes the modern-day American hero. Jordan’s hero status is vested in his ability to bridge the world of sports and business with unmatched success. The media promoted Jordan’s hero image intensively, and he was marketed commercially by Nike, who produced his “Air Jordans” shoes.Pat Walters, “Michael Jordan: The New American Hero” (Charlottesville VA: The Crossroads Project, 1997). His unauthorized 1999 film biography is titled Michael Jordan: An American Hero, and it focuses on how Jordan triumphed over obstacles, such as racial prejudice and personal insecurities, to become a role model on and off the basketball court. Young filmgoers watched Michael Jordan help Bugs Bunny defeat evil aliens in Space Jam. In the film Like Mike, pint-sized rapper Lil’ Bow Wow plays an orphan who finds a pair of Michael Jordan’s basketball shoes and is magically transformed into an NBA star. Lil’ Bow Wow’s story has a happy ending because he works hard and plays by the rules.

The 9/11 terrorist attacks prompted Americans to make heroes of ordinary people who performed in extraordinary ways in the face of adversity. Firefighters and police officers who gave their lives, recovered victims, and protected people from further threats were honored in numerous ceremonies. Also treated as heroes were the passengers of Flight 93 who attempted to overtake the terrorists who had hijacked their plane, which was believed to be headed for a target in Washington, DC. The plane crashed in a Pennsylvania field.

Family

Over forty years ago, pioneering political-socialization researcher Herbert Hyman proclaimed that “foremost among agencies of socialization into politics is the family.”Herbert Hyman, Political Socialization (Glencoe, IL: Free Press, 1959), 69. Hyman had good reason for making this assumption. The family has the primary responsibility for nurturing individuals and meeting basic needs, such as food and shelter, during their formative years. A hierarchical power structure exists within many families that stresses parental authority and obedience to the rules that parents establish. The strong emotional relationships that exist between family members may compel children to adopt behaviors and attitudes that will please their parents or, conversely, to rebel against them.

Parents can teach their children about government institutions, political leaders, and current issues, but this rarely happens. They can influence the development of political values and ideas, such as respect for political symbols or belief in a particular cause. The family as an agent of political socialization is most successful in passing on basic political identities, especially an affiliation with the Republican or Democratic Parties and liberal or conservative ideological leanings.Jack Dennis and Diana Owen, “The Partisanship Puzzle: Identification and Attitudes of Generation X,” in After the Boom, ed. Stephen C. Craig and Stephen Earl Bennet (Lanham, MD: Rowman & Littlefield, 1997), 43–62.

Children can learn by example when parents act as role models. Young people who observe their parents reading the newspaper and following political news on television may adopt the habit of keeping informed. Adolescents who accompany parents when they attend public meetings, circulate petitions, or engage in other political activities stand a better chance of becoming politically engaged adults.Richard M. Merelman, Making Something of Ourselves (Berkeley: University of California Press, 1986). Children can sometimes socialize their parents to become active in politics; participants in the Kids Voting USA program have encouraged their parents to discuss campaign issues and take them to the polls on Election Day.

The home environment can either support or discourage young people’s involvement in political affairs. Children whose parents discuss politics frequently and encourage the expression of strong opinions, even if it means challenging others, are likely to become politically active adults. Young people raised in this type of family will often initiate political discussion and encourage parents to become involved. Alternatively, young people from homes where political conversations are rare, and airing controversial viewpoints is discouraged, tend to abstain from politics as adults.M. N. Saphir and Steven H. Chaffee, “Adolescents’ Contribution to Family Communication Patterns,” Human Communication Research 28, no. 1 (2002): 86–108. Politics was a central focus of family life for the Kennedys, a family that has produced generations of activists, including President John F. Kennedy and Senator Ted Kennedy.

Figure 6.9

Members of the Kennedy family have been prominently involved in politics for over a century, illustrating how the desire to participate in politics is passed on generationally.

Source: http://commons.wikimedia.org/wiki/File:John_F._Kennedy_Inaugural_Ball,_20_January_1961.jpg.

There are limitations on the effectiveness of the family as an agent of political learning and socialization. Most families are not like the Kennedys. For many families, politics is not a priority, as they are more concerned with issues related to day-to-day life. Few parents serve as political role models for their children. Many activities, such as voting or attending town meetings, take place outside of the home.Richard M. Merelman, “The Family and Political Socialization: Toward a Theory of Exchange,” Journal of Politics, 42:461–86.

School

Some scholars consider the school, rather than the family, to be the most influential agent of political socialization.Robert Hess and Judith Torney, The Development of Political Attitudes in Children (Chicago: Aldine, 1967). Schools can stimulate political learning through formal classroom instruction via civics and history classes, the enactment of ceremonies and rituals such as the flag salute, and extracurricular activities such as student government. Respect for authorities is emphasized, as teachers have the ability to reward and punish students through grades.

The most important task of schools as agents of political socialization is the passing on of knowledge about the fundamentals of American government, such as constitutional principles and their implications for citizens’ engagement in politics. Students who master these fundamentals feel competent to participate politically. They are likely to develop the habit of following politics in the media and to become active in community affairs.Norman H. Nie, Jane Junn, and Kenneth Stehlik-Barry, Education and Democratic Citizenship in America (Chicago: University of Chicago Press, 1996).

The college classroom can be an environment for socializing young people to politics. Faculty and student exchanges can form, reinforce, or change evaluations of politics and government. A famous study of women students who attended Bennington CollegeLongitudinal study of women who attended Bennington College during the Great Depression of the 1930s and were politically socialized by their teachers and student colleagues. during the Great Depression of the 1930s illustrates how the college experience can create long-lasting political attitudes. The Bennington women came predominantly from wealthy families with conservative values. The faculty consisted of political progressives who supported the New Deal and other social programs. About one-third of the Bennington women adopted the progressive ideals of their teachers. Many of these women remained active in politics their entire lives. A number became leaders of the women’s rights movement.Duane F. Alwin, Ronald L. Cohen, and Theodore M. Newcomb, Political Attitudes Over the Life Span (Madison: University of Wisconsin Press, 1991).

Figure 6.10

Women at Bennington College in the 1930s became active in community affairs as a result of their political socialization in college.

Source: Courtesy of Bennington College. Left photo by C.G. Scofield. Right photo by Rotzel.

While schools have great potential as agents of political socialization, they are not always successful in teaching even basic facts about government to students. Schools devote far less time to civics and history than to other subjects that are considered to be basic skills, such as reading and math. The average amount of classroom time spent on civics-related topics is less than forty-five minutes per week nationwide, although this figure varies widely based on the school. Students whose exposure to civics is exclusively through lectures and readings generally memorize facts about government for tests but do not remember them or make connections to real-world politics. The most effective civic education programs engage students in activities that prepare them for the real world of politics, such as mock elections and legislative hearings.Richard G. Niemi and Jane Junn, Civic Education (New Haven, CT: Yale University Press, 1998).

Peer Group

Peers (a group of people who are linked by common interests, equal social position, and similar age) can be influential in the political socialization process. Young people desire approval and are likely to adopt the attitudes, viewpoints, and behavior patterns of groups to which they belong. Unlike the family and school, which are structured hierarchically with adults exercising authority, the peer group provides a forum for youth to interact with people who are at similar levels of maturity. Peers provide role models for people who are trying to fit in or become popular in a social setting.Lawrence J. Walker, Karl H. Hennig, and Tobias Krettenauer, “Parent and Peer Contexts for Children’s Moral Reasoning Development,” Child Development 71, no. 4 (August 2000): 1033–48.

Peer-group influence begins when children reach school age and spend less time at home. Middle-childhood (elementary school) friendships are largely segregated by sex and age, as groups of boys and girls will engage in social activities such as eating together in the lunchroom or going to the mall. Such interactions reinforce sex-role distinctions, including those with political relevance, such as the perception that males are more suited to hold positions of authority. Peer relationships change later in childhood, adolescence, and young adulthood, when groups are more often based on athletic, social, academic, and job-related interests and abilities.Judith Rich Harris, “Where Is the Child’s Environment? A Group Socialization Theory of Development,” Psychological Review 102, no. 3 (1995): 458–89.

The pressure to conform to group norms can have a powerful impact on young people’s political development if group members are engaged in activities directly related to politics, such as student government or working on a candidate’s campaign. Young people even will change their political viewpoints to conform to those held by the most vocal members of their peer group rather than face being ostracized. Still, individuals often gravitate toward groups that hold beliefs and values similar to their own in order to minimize conflict and reinforce their personal views.Eric L. Dey, “Undergraduate Political Attitudes,” Journal of Higher Education, 68 (1997): 398–413. As in the case of families, the influence of peer groups is mitigated by the fact that politics is not a high priority for most of them.

Media

As early as the 1930s, political scientist Charles Merriam observed that radio and film had tremendous power to educate: “Millions of persons are reached daily through these agencies, and are profoundly influenced by the material and interpretations presented in impressive form, incessantly, and in moments when they are open to suggestion.”Charles Edward Merriam, The Making of Citizens (Chicago: University of Chicago Press, 1931), 160–61. The capacity of mass media to socialize people to politics has grown massively as the number of media outlets has increased and as new technologies allow for more interactive media experiences. Most people’s political experiences occur vicariously through the media because they do not have personal access to government or politicians.

Since the advent of television, mass media have become prominent socialization agents. Young people’s exposure to mass media has increased markedly since the 1960s. Studies indicate that the typical American aged two to eighteen spends almost forty hours a week consuming mass media, which is roughly the equivalent of holding a full-time job. In one-third of homes, the television is on all day. Young people’s mass-media experiences often occur in isolation. They spend much of their time watching television, using a computer or cell phone, playing video games, or listening to music alone. Personal contact with family members, teachers, and friends has declined. More than 60 percent of people under the age of twenty have televisions in their bedrooms, which are multimedia sanctuaries.Kaiser Family Foundation, The Media Family (Menlo Park, CA: Kaiser Family Foundation, 2006).

The use of more personalized forms of media, such as text messaging and participation in social networking sites, has expanded exponentially in recent years. Young people using these forms of media have greater control over their own political socialization: they can choose to follow politics through a Facebook group that consists largely of close friends and associates with similar viewpoints, or they may decide to avoid political material altogether. Young people, even those who have not reached voting age, can become involved in election campaigns by using social media to contribute their own commentary and videos online.

Media are rich sources of information about government, politics, and current affairs. People learn about politics through news presented on television, in newspapers and magazines, on radio programs, on Internet websites, and through social media. The press provides insights into the workings of government by showcasing political leaders in action, such as gavel-to-gavel coverage of Congress on C-SPAN. People can witness politicians in action, including on the campaign trail, through videos posted on YouTube and on online news sites such as CNN and MSNBC. Entertainment media, including television comedies and dramas, music, film, and video games also contain much political content. Television programs such as The West Wing and Law and Order offer viewers accounts of how government functions that, although fictionalized, can appear realistic. Media also establish linkages between leaders, institutions, and citizens. In contrast to typing and mailing a letter, it is easier than ever for people to contact leaders directly using e-mail and Facebook.

Some factors work against the media as agents of political socialization. Media are first and foremost profit-driven entities that are not mandated to be civic educators; they balance their public service imperative against the desire to make money. Moreover, unlike teachers, journalists do not have formal training in how to educate citizens about government and politics; as a result, the news often can be more sensational than informative.

News Media

News media provide frequent depictions of political role models, including government leaders and citizens who are actively involved in community affairs. Politicians are often portrayed negatively, which can cause people to distrust leaders and lose faith in government. A prominent media frame portrays political leaders as constantly at odds and unable to reach civil agreement or compromise. This media frame is reinforced during elections when candidates attack their opponents unrelentingly in their stump speeches and ads.

Entertainment Media

Entertainment media provide depictions of core American values central to the political socialization process. Individualism is portrayed frequently in television dramas and comedies that tell stories of average citizens taking on the political and economic systems. Politicians can use entertainment media to convey an image of themselves embodying American values. Former Alaska governor Sarah Palin has cultivated an image of rugged individualism and self-reliance. She reinforced this image through the reality television program Sarah Palin’s Alaska.

Depictions can take the form of fictional dramas, such as Friday Night Lights’ portrayal of family life and the politics of sports in rural Texas, and sitcoms, or the offbeat view of parent-child relationships shown in Modern Family. Reality television programs such as Kate Plus 8 and Keeping Up with the Kardashians offer insights into family socialization that can invite commentary and criticism from viewers.

Children’s literature and movies feature many stoic, individualist characters. The classic film The Wizard of Oz (1939) has been called a tale of self-reliance. Dorothy, dropped from Kansas into Oz by a tornado, is advised that, to be able to return home, she should go to the Emerald City and appeal to the superior power, the Wizard of Oz. On the way there, she meets up with a Scarecrow desiring a brain, a Tin Man in search of a heart, and a Cowardly Lion in need of courage. The four meet a fearsome Wizard who orders them to bring back the broom of the Wicked Witch of the West. After a series of adventures, they return victorious to the Emerald City, only to find that the Wizard is nothing but a small man behind a curtain who has created an illusion of the “great and powerful Oz.” It turns out, he explains, that he was merely a lost itinerant balloonist who, upon descending from the clouds, was declared a Wizard by the credulous people. Dorothy and her friends learn that they each had the power they sought all along.

Teachers seeking to instill democratic and character values in their students have capitalized on the popularity of Harry Potter, the protagonist wizard in J. K. Rowling’s popular books. Harry has become a hero to children (and adults) who have read about his exploits. He embodies values of individualism and bravery tempered with humility. Young people can relate to Harry because in the world of the Muggles (those without magical powers), he is average and imperfect. Even among the wizards, he is not the smartest or the most talented. Yet he is able to handle extraordinary situations with bravery and skill. Harry’s heroism provides a civics lesson for readers because it illustrates the balance between the democratic values of individualism and egalitarianism. While Harry realizes that his magic powers give him the ability to distinguish himself, he chooses to include others—Hermione Granger, Ron and Ginny Weasley, and Neville Longbottom—as he fights against evil. Further, Harry does not seek public recognition for his acts of heroism.Jeffrey A. Becker, “Heroism and the Political Morality of Democracy in Harry Potter,” paper delivered at the Annual Meeting of the American Political Science Association, Boston, MA, August 29–September 1, 2002.

MTV’s series The Real World, which first aired in 1991, provides an intriguing look at the socialization experiences of groups of twentysomething strangers who live together for a year. The program provides insights into the effects of peers on the development of the housemates’ attitudes and behaviors. In the course of learning to adapt to new surroundings, live as a group, and find jobs, cast members deal with political issues. The San Francisco season attracted national media attention because it featured the house members grappling with the issue of HIV/AIDS when roommate Pedro, who worked as an AIDS educator and counselor, tested positive for the disease. Depictions related to subgroup relations and multiculturalism abound on The Real World. Cast members come from a variety of racial and ethnic backgrounds, which is a source of tension in the house. Almost every season involves a black male who stereotypically is alienated and confrontational. Most of the time, this character is shown talking about the societal injustices he suffers and picking fights with other house members. These confrontations force cast members to take sides and voice their opinions about race.

Scandal Coverage

The influence of mass media on children’s attitudes toward leaders and government has become more negative over time, as media messages focus more on personal scandals and institutional dysfunction. For the most part, young children’s initial views of politics tend to be positive. Studies conducted in the 1960s showed that children idealized the president. They considered him a benevolent leaderA concept in which young children consider the president to be a personal friend who will do good things for the nation., someone who did good things for the country and would help a child personally. Even during the Watergate scandal of the 1970s, which involved a break-in at the Democratic National Committee headquarters and a cover-up by President Richard Nixon, children held strong, positive feelings about the office of the president. Children learned about President Nixon’s impeachment primarily from their parents and teachers, and not from the mass media. Media accounts focused on the political aspects of the Nixon impeachment, which went over the heads of most children. Many parents felt it was important to instill positive views of government in their children during this period of political upheaval.

The situation was much different in the 1990s when children learned about President Bill Clinton’s involvement with White House intern Monica Lewinsky, predominantly from nonstop, graphic television coverage that focused on Clinton’s personal life. Young children became disillusioned with President Clinton because they felt he had not told the truth. For the first time, children’s views of the sitting president, as well as their opinions about the institution of the presidency, were significantly more negative than those of their parents. Fewer children aspired to become president when they grew up.Diana Owen and Jack Dennis, “Kids and the Presidency: Assessing Clinton’s Legacy,” The Public Perspective 10, no. 3 (April–May 1999): 41–44.

Hollywood and Washington

The Payne Fund studiesResearch conducted between 1929 and 1933 that demonstrated the influence of movies on young people’s attitudes about racial groups, war, and crime. of motion pictures and youth, conducted between 1929 and 1933, provide early evidence that film can be a powerful agent of socialization. The studies found that people developed attitudes toward racial and ethnic groups, war, and crime based on their exposure to popular films. Audience members who saw the controversial film Birth of a Nation believed that blacks in the post–Civil War era were uncivilized and dangerous. Children who watched their favorite movie stars, such as James Cagney and Humphrey Bogart, playing criminals on screen imitated their behavior patterns by acting up in school.Garth Jowett, Ian C. Jarvic, and Kathy H. Fuller, Children and the Movies (New York: Cambridge, 1996).

Figure 6.12

Early research indicated that film could be an influential agent of political socialization. Negative attitudes toward African Americans were transmitted to audiences through the film Birth of a Nation.

Source: http://commons.wikimedia.org/wiki/File:Birth-of-a-nation-klan-and-black-man.jpg.

Recognizing that film has the power to impart political messages to the public, officials in Washington have forged connections with the filmmaking community in Hollywood. The Hollywood-Washington connection dates back to the 1930s when President Herbert Hoover befriended MGM mogul Louis B. Mayer, whose studio produced many of the most popular films of the era. President Franklin D. Roosevelt realized that films could influence public perceptions of the Great Depression and the United States’ involvement in World War II. Roosevelt encouraged filmmakers to make movies with optimistic messages that would generate support for government action. The defeatist ending of director John Ford’s Oscar-winning film The Grapes of Wrath (1940), based on the John Steinbeck novel, was changed to depict the Joad family persevering despite terrible hardship, due to their inner strength. In addition to prowar documentaries such as Frank Capra’s Why We Fight series, Roosevelt requested that studio heads make popular films in support of the war effort. Films such as Confessions of a Nazi Spy depicted Germany as a nation out to destroy the American Constitution and the Bill of Rights. Anti-German messages were delivered in popular series films such as Tarzan Triumphs (1943), in which Tarzan and Cheetah fight Nazis who parachute into their jungle paradise.Clayton R. Koppes and Gregory D. Black, Hollywood Goes to War (New York: Free Press, 1987).

Immediately following the 9/11 terrorist attacks, representatives of Hollywood’s major studios, television networks, trade organizations, and the creative community met with senior White House officials to discuss how the entertainment community could help in the war against terror by emphasizing that the 9/11 attacks were an affront to civilization.“Hollywood Considers Role in War Effort,” CNN, November 12, 2001, http://www.cnn.com. Hollywood sought to define its political role while at the same time protecting its future at the box office. The first inclination was to feature comedy and fantasy fare that would be uplifting and noncontroversial. Films featuring terrorist themes—such as the Jennifer Lopez vehicle Tick Tock, which is about terrorists planting bombs in Los Angeles shopping malls, and Nose Bleed, a Jackie Chan movie about a window washer who discovers a plan to blow up the World Trade Center—were shelved. Images of the Twin Towers were removed from films set for release, such as Spiderman. However, video rentals of films featuring dramatic action and terrorist plots increased by 30 percent in the months directly following the attacks, which gave Hollywood an indication that the public would be receptive to more violent offerings.“Commercial Response to September 11,” NewsHour Online, October 24, 2001, http://www.pbs.org/newshour. War films with a patriotic theme, such as Behind Enemy Lines and The Last Castle, proved to be highly popular, and coincidentally, reinforced the messages suggested by the White House delegation.