Politics on Campus: Why do Students Join Campus Politics in Islamabad?
DOI:
https://doi.org/10.47264/idea.lassij/4.2.5Keywords:
Student Politics, Peer Suggestion, Ethnic Affiliation, Academic Environment, Perceived Status, Power DeficitAbstract
Education has been an extensively researched area as an important resource of political participation across the globe. However, politics on campus has been an under-researched in South Asia including Pakistan. This study was set forth to explore the factors responsible for the involvement of students in politics at the campus. The present study was conducted under positivist epistemology in three randomly selected public sector universities in Islamabad city, Pakistan. A sample of 396 proportionately selected male students was drawn from the selected universities. A self-constructed questionnaire was employed in the survey to collect the data. Alpha reliability of the subscales was calculated and found appropriate to use. Factors including peer suggestion, ethnic affiliation, academic environment, political culture, political socialization, perceived status and power deficit were tested to find out their association. The Pearson correlational analysis confirmed the association of all the variables. It can be concluded that all the above seven variables are persuading students to join politics on campus and participate in political activities.
Metrics
References
Adorno, T. W., Frenckel-Brunswik, E., Levinson, D. J. & Sanford, R. N. (1950). The authoritarian personality. Harper.
Altbach, P. G. (1968). Student politics in Bombay (Vol. 3). Asia Publishing House.
Altbach, P. G. (1993). The dilemma of change in Indian higher education. Higher Education, 26(1), 3-20. https://doi.org/10.1007/BF01575104
Aqsa, K., Riaz, W. & Saleem, Z. (2017). The effectiveness of games in English language learning at elementary level in government schools. Liberal Arts and Social Sciences International Journal (LASSIJ), 1(2), 12-23. https://doi.org/10.47264/idea.lassij/1.2.2
Baltzell, E. D. (1976). The protestant establishment revisited. The American Scholar, 45(4), 499-518.
Barabas, J., & Jerit, J. (2004). Redistricting principles and racial representation. State Politics & Policy Quarterly, 4(4), 415-435. https://www.cambridge.org/core/journals/state-politics-and-policy-quarterly/article/abs/redistricting-principles-and-racial-representation/752A799B3254F6B9856FFCDC8F3E5A74
Beaumont, E., Colby, A., & Ehrlich, T. Torney-Purta, 1. (2006). Promoting political competence and engagement in college students. Journal of Political Science Education, 2(3), 249-170. https://doi.org/10.1177/153244000400400404
Brass, D. J., & Krackhardt, D. M. (2012). Power, politics, and social networks in organizations. In Politics in organizations: Theory and research considerations. Rutledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203197424-22/power-politics-social-networks-organizations-daniel-brass-david-krackhardt
Campbell, C., & Converse, P. (1954). Miller, and Stokes. 1960. The American Voter.
Cigler, A. J., & Joslyn, M. (2002). Groups, social capital, and democratic orientations. Interest Group Politics. CQ Press.
Colby, A., Beaumont, E., Ehrlich, T., & Corngold, J. (2010). Educating for democracy: Preparing undergraduates for responsible political engagement (Vol. 19). John Wiley.
Connell, R. W., Dowsett, G. W., Kessler, S., & Ashenden, D. J. (1981). Class and gender dynamics in a ruling-class school. Interchange, 12(2-3), 102-117. https://doi.org/10.1007/BF01192110
Dalton, R. J. (1982). The pathways of parental socialization. American Politics Quarterly, 10(2), 139-157. https://doi.org/10.1177/004478082010002001
Dalton, R. J. (1988). Citizen politics in Western democracies: Public opinion and political parties in the United States, Great Britain, West Germany, and France. Chatham House.
Einfeld, A., & Collins, D. (2008). The relationships between service-learning, social justice, multicultural competence, and civic engagement. Journal of College Student Development, 49(2), 95-109. https://doi.org/10.1353/csd.2008.0017
Eveland Jr, W. P., & Scheufele, D. A. (2000). Connecting news media use with gaps in knowledge and participation. Political Communication, 17(3), 215-237. https://doi.org/10.1080/105846000414250
Finlay, A. K., & Flanagan, C. (2013). Adolescents' civic engagement and alcohol use: Longitudinal evidence for patterns of engagement and use in the adult lives of a British cohort. Journal of Adolescence, 36(3), 435-446. https://doi.org/10.1016/j.adolescence.2013.01.006
Flacks, R. (1967). The liberated generation: An exploration of the roots of student protest. Journal of Social Issues, 23(3), 52-75. https://doi.org/10.1111/j.1540-4560.1967.tb00586.x
Galston, W. A. (2001). Political knowledge, political engagement, and civic education. Annual Review of Political Science, 4(1), 217-234. https://doi.org/10.1146/annurev.polisci.4.1.217
Huckfeldt, R., Mendez, J. M., & Osborn, T. (2004). Disagreement, ambivalence, and engagement the political consequences of heterogeneous networks. Political Psychology, 25(1), 65-95. https://doi.org/10.1111/j.1467-9221.2004.00357.x
Jayaram, N. (1979). Sadhus no longer: Recent trends in Indian student activism. Higher Education, 8(6), 683-699. https://doi.org/10.1007/BF00215990
Kahne, J., & Middaugh, E. (2008). High quality civic education: What is it and who gets it? Social Education, 72(1), 34-39. https://www.socialstudies.org/system/files/publications/articles/se_720134.pdf
Keniston, K. (1967). The sources of student dissent. Journal of Social Issues, 23(3), 108-137. https://doi.org/10.1111/j.1540-4560.1967.tb00589.x
Khan, N. U. & Rehman, A. U. (2018). National character and leadership in Pakistan: Challenges and response. Pakistan Journal of Criminology, 10(2), 57-71.
Klobus-Edwards, P., Edwards, J. N., & Klemmack, D. L. (1978). Differences in social participation: Blacks and whites. Social Forces, 56(4), 1035-1052. https://doi.org/10.2307/2577509
Kraut, R. E., & Lewis, S. H. (1975). Alternate models of family influence on student political ideology. Journal of Personality and Social Psychology, 31(5), 791-800. https://doi.org/10.1037/h0076688
Loader, B. D., Vromen, A., Xenos, M. A., Steel, H., & Burgum, S. (2015). Campus politics, student societies and social media. The Sociological Review, 63(4), 820-839. https://doi.org/10.1111/1467-954X.12220
Marschall, M. J., & Stolle, D. (2004). Race and the city: Neighbourhood context and the development of generalized trust. Political Behaviour, 26(2), 125-153. https://doi.org/10.1023/B:POBE.0000035960.73204.64
Mazo, E., & Hess, S. (1968). Nixon: A political portrait (Vol. 75, No. 8077). Harper & Row.
McMillan, J., & Harriger, K. (2002). College students and deliberation: A benchmark study. Communication Education, 51(3), 237-253. https://doi.org/10.1080/03634520216518
Miller, K. A., Kohn, M. L., & Schooler, C. (1985). Educational self-direction and the cognitive functioning of students. Social Forces, 63(4), 923-944. https://doi.org/10.2307/2578599
Mutz, D. C., & Mondak, J. J. (2006). The workplace as a context for cross-cutting political discourse. The Journal of Politics, 68(1), 140-155. https://doi.org/10.1111/j.1468-2508.2006.00376.x
Peterson, S. A. (1990). Political behaviour: Patterns in everyday life (Vol. 177). SAGE.
Price, V., Cappella, J. N., & Nir, L. (2002). Does disagreement contribute to more deliberative opinion? Political Communication, 19(1), 95-112. https://doi.org/10.1080/105846002317246506
Putnam, R. D. (2000). Bowling alone: America’s declining social capital. In: Culture and politics (pp. 223-234). Palgrave Macmillan. https://doi.org/10.1007/978-1-349-62397-6_12
Rodriguez, C. M., Routh, D. K. (1989). Depression, anxiety and attributional style in learning disabled and non-learning disabled children. Journal of Clinical Child Psychology, 18, 299-304. https://doi.org/10.1207/s15374424jccp1804_2
Teorell, J. (2003). Linking social capital to political Participation: Voluntary associations and networks of recruitment in Sweden. Scandinavian Political Studies, 26(1), 49-66. https://doi.org/10.1111/1467-9477.00079
Thomas, L. E. (1971). Political attitude congruence between politically active parents and college-age children: An inquiry into family political socialization. Journal of Marriage and the Family, 33(2), 375-386. https://doi.org/10.2307/349425
Turner, J. H., & Stets, J. E. (2005). The sociology of emotions. Cambridge University. https://doi.org/10.1017/CBO9780511819612
Van den Berghe, P. L. (1973). Power and privilege at an African university. Transaction.
Verba, S., & Nie, N. H. (1987). Participation in America: Political democracy and social equality. University of Chicago. https://doi.org/10.2307/j.ctv1pnc1k7
Verba, S., Schlozman, K. L., & Brady, H. E. (1995). Voice and equality: Civic voluntarism in American politics. Harvard University.
Wolfinger, R. E., & Rosenstone, S. J. (1980). Who votes? Yale University.
Wolsfeld, Gadi. (1986). Political action repertoires: The role of efficacy. Comparative Political Studies, 19(1), 104-129. https://doi.org/10.1177/0010414086019001005
Yeoh, E. K. K. (2006). Ethnic coexistence in a pluralistic campus environment. Geo Journal, 66(3), 223-241. https://doi.org/10.1007/s10708-006-9026-z
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2020 Akhlaq Ahmad

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Licensing & Copyright Policies
Articles in LASSIJ-IDEA are Open Access contents published under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) http://
The copyright policy of LASSIJ-IDEA is based on a non-exclusive publishing agreement, according to which the journal retains the right of first publication, but the author(s) are free to subsequently publish their work. The copyright of all work rests with the author(s).
The users may use, reproduce, disseminate or display the article(s) provided that the author(s) are attributed as the original creators and that the reuse is restricted to non-commercial purposes, i.e., research or other educational use. Authors are encouraged to familiarise themselves with the various creative commons licenses.
Readers are advised to consult the licensing information embedded in each published work to ensure that they are familiar with the terms of use that apply.