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Abstract This article explores the origins of youth engagement in school, community and democracy. Specifically, it considers the role of psychosocial or non-cognitive abilities, like grit or perseverance. Using a novel original large-scale longitudinal survey of students linked to school administrative records and a variety of modeling techniques – including sibling, twin and individual fixed effects – the study finds that psychosocial abilities are a strong predictor of youth civic engagement. Gritty students miss less class time and are more engaged in their schools, are more politically efficacious, are more likely to intend to vote when they become eligible, and volunteer more. Our work highlights the value of psychosocial attributes in the political socialization of young people. 

Despite clear evidence of a sharp income gradient in voting participation, it remains unclear whether income truly causes voting. In this article, we investigate how exogenous increases in unearned income affect voting in U.S. elections for two generations (parents and children) from the same household. In contrast to predictions made by current models of voting, we find the income shock had no effect on parents’ voting behaviors. However, we also find that increasing household income has heterogeneous effects on the civic participation of children from different socioeconomic backgrounds. It increases children’s voting propensity among those raised in initially poorer families—resulting in substantially narrowed participatory gaps. Our results are consistent with a more nuanced view of how individual resources affect patterns of voting than the dominant theoretical framework of voting—the resource model—allows. Voting is fundamentally shaped by the human capital accrued long before citizens are eligible to vote. 

Recent child development research shows that the psychosocial or noncognitive skills that children develop—including the ability to self-regulate and integrate in social settings—are important for success in school and beyond. Are these skills learned in childhood also important for adult political behaviors like voting? In this article, I use a unique school-based 20-year field experiment to explore whether children who develop psychosocial skills early on are more likely to vote in adulthood than those who do not. Matching subjects to voter files, I show that this intervention had a noticeable long-run impact on political participation. These results highlight the need to better understand how childhood experiences shape civic behaviors later in life. During this critical period, children can be taught the not explicitly political, but still vital, skills that set them on a path toward political participation in adulthood.