Sociopolitical Development and Socialization during middle childhood: A literature review and two qualitative studies with liberal, U.S. families

Abstract

Sociopolitical development (SPD) – i.e., “the process by which individuals acquire the knowledge, analytical skills, emotional faculties, and the capacity for action in political and social systems necessary to interpret and resist oppression” (Watts, 2003) – allows young people to engage in their communities in ways that promote justice and collective wellbeing. Participation in supportive caregiver-child relationships is theoretically and empirically linked to SPD. However, additional research is needed to investigate the mechanisms through which these relationships support SPD, especially during the under-studied developmental period of middle childhood (ages 7-11). This dissertation addresses that gap through three Papers. Paper 1 expands on the theory of SPD by proposing the related concept of sociopolitical socialization (SPS) and by applying both SPD and SPS to middle childhood. Papers 2 and 3 use survey, interview, and observational methods to investigate the sociopolitical interactions and socialization practices of liberal U.S. caregivers and their 7- to 11-year-old children. Taken together, this dissertation adds to our knowledge of children’s SPD by investigating and documenting the socialization processes that support that development within caregiver-child relationships.