Search Results

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. This particular data collection was concerned with the attitudes and opinions of the citizens of Ghana, and also includes a number of "country-specific questions" designed specifically for the Ghana survey. The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; interregional relations; perceptions of China; use of technology; and social service delivery. The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. This particular data collection was concerned with the attitudes and opinions of the citizens of Guinea, and also includes a number of "country-specific questions" designed specifically for the Guinea survey. The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on taxation; tolerance; crime, conflict and insecurity; political corruption; inter-regional relations; perceptions of China; use of technology; and social service delivery. Country specific topics for Guinea include a series of questions about the government's efficacy in handling diseases, elections, and utilities issues. The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

The Robert Wood Johnson Foundation (RWJF) has a vision to build a Culture of Health (CoH) by making health a shared national priority, one valued and advanced by multiple stakeholders across all sectors of society. This vision embraces a very broadly integrated and comprehensive approach to health, one where well-being lies at the center of every aspect of American life. In 2014, the RWJF commissioned NORC at the University of Chicago to plan and conduct the first American Health Values Survey (AHVS) to understand the extent to which United States adults held views consistent with this vision. The idea was to explore which types of United States adults were more supportive and less supportive of the goal and what the differences were between the more and less supportive groups. To aid in the understanding of these differences, NORC developed a typology of United States adults based on their values and beliefs related to the CoH vision. Using a large-scale national survey fielded in late 2015 and early 2016, NORC identified six major segments of the population of adults in the United States based on their differing health values and beliefs and developed detailed profiles of each segment that described their pattern of values and beliefs as well as their demographic, political and other characteristics. NORC subsequently replicated the typology development work in five RWJF Sentinel Communities across the nation and also developed a typology of rural America. The same segments, or similar ones, were common across various geographic areas of the United States. Four years have since passed, in which changes occurred in the country. RWJF in 2019 commissioned NORC to conduct a second national, cross-sectional survey (AHVS II) in late 2019 and early 2020.

The American Time Use Survey (ATUS) is the Nation's first federally administered, continuous survey on time use in the United States. This multi-year data collection contains information on the amount of time (in minutes) that people spent doing various activities on a given day, including the arts activities, in the years 2003 through 2023. Data collection for the ATUS began in January 2003. Sample cases for the survey are selected monthly, and interviews are conducted continuously throughout the year. In 2023, approximately 9,000 individuals were interviewed. Estimates are released annually. ATUS sample households are chosen from the households that completed their eighth (final) interview for the Current Population Survey (CPS), the nation's monthly household labor force survey. ATUS sample households are selected to ensure that estimates will be nationally representative. One individual age 15 or over is randomly chosen from each sampled household. This "designated person" is interviewed by telephone once about his or her activities on the day before the interview--the "diary day." The ATUS Activity Coding Lexicon is a 3-tiered classification system with 17 first-tier categories. Each of the first-tier categories has two additional levels of detail. Respondents' reported activities are assigned 6-digit activity codes based on this classification system. Additionally, the study provides demographic information--including sex, age, ethnicity, race, education, employment, and children in the household. IMPORTANT: The 2020 ATUS was greatly affected by the coronavirus (COVID-19) pandemic. Data collection was suspended in 2020 from mid-March to mid-May. ATUS data files for 2020 contain all ATUS data collected in 2020--both before and after data collection was suspended. For more information, please visit BLS's ATUS page. The weighting method was changed for 2020 to account for the suspension of data collection in early 2020 due to the COVID-19 pandemic. Respondents from 2020 will have missing values for the replicate weights on this data file. The Pandemic Replicate weights file for 2019-20 contains 160 replicate final weights for each ATUS final weight created using the 2020 weighting method. Chapter 7 of the ATUS User's Guide provides more information about the 2020 weighting method.

ArtsEdSearch is an online clearinghouse that collects and summarizes high quality research studies on the impacts of arts education and analyzes their implications for educational policy and practice. ArtsEdSearch is a project of the Arts Education Partnership (AEP), and builds on Critical Links: Learning in the Arts and Student Academic and Social Development, a compendium of research that AEP published in 2002 exploring the impact of arts education on student success in school, life, and work. AEP has developed ArtsEdSearch as a resource for policymakers and education stakeholders and leaders to better understand and articulate the role that arts education can play in preparing students to succeed in the changing contexts of the 21st Century. ArtsEdSearch currently includes summaries of over 200 research studies, syntheses of the major findings of these studies, and implications of the collected research for educational policy. ArtsEdSearch focuses on research examining how education in the arts--in both discrete arts classes and integrated arts lessons--affects students' cognitive, personal, social and civic development, as well as how the integration of the arts into the school curriculum affects educators' instructional practice and engagement in the teaching profession. ArtsEdSearch does not include research studies about how to teach the arts well or about how to assess student content knowledge and technical skill in the arts. These topics are of great importance to ensuring that students receive a high quality arts education and are the subject of other clearinghouses devoted to research on teaching and learning within particular arts disciplines.

This study sought to describe the civic and political behavior of the American public, with a special focus on youth ages 15 to 25. Utilizing dual surveying methods, both telephone- and Internet-based surveys as their methodology, the researchers sampled 3,246 respondents in order to examine what specific civic and political activities citizens were engaging in and the frequencies of those activities. Political attitudes and behaviors included but were not limited to voting, volunteering and signing petitions. Researchers measured respondents' civic and political involvement with 19 Core Indicators of Engagement, including a combination of civic indicators, electoral indicators, and indicators of political voice. The collection includes three datasets: National Youth Survey of Civic Engagement, Spring 2002: 396 variables for 1166 cases National Civic Engagement Survey I, Spring 2002: 266 variables for 3246 cases National Civic Engagement Survey II (Replication Survey), Fall 2002: 163 variables for 1400 cases Demographic variables in this collection include: Education Status/Level, Gender, Age, Race, Ethnicity, Marital Status, Employment Status, Housing Type, Household Income/Household Demographics, Geographic Region, Religious Affiliation, and Political Affiliation.

The Civic Engagement and Volunteering Supplement to the Current Population Survey (CPS) provides rich and comprehensive data on volunteering and other civic behaviors alongside demographics and socioeconomic characteristics for 50 states and 51 cities across the country. The CEV Supplement is the most robust longitudinal survey in the United States that provides valuable insights into America's civic health and volunteerism over time. The data are collected via a national survey conducted in partnership with the U.S. Census Bureau and the Bureau of Labor Statistics, and has been administered with the CPS core module every other September since 2017. (Prior to 2017, the measures included in the CEV supplement were represented by separate supplements: the volunteer supplement and the civic engagement supplement.) The September 2021 wave of data collection offers unique opportunities to examine the impacts of COVID-19 and policy interventions on America's civic health. For more information about the CPS volunteer supplement data available from ICPSR, see Current Population Survey Volunteer Supplement Series.

This study examines online and offline political engagement, paying special attention to the role that social networking sites play in people's political activities. The survey assessed how education, income, class, age, and other factors play in to civic participation. The three different parts are as follows: online and offline civic engagement in America, political engagement on social networking sites, and online channels bringing new voices or attitudes into the political debate. The results are based on data from telephone interviews conducted by Princeton Survey Research Associates International.

This collection explores how the use of online technologies relates to young peoples' political activity and whether such technology use differs according to social background. These issues are examined in three countries: Australia, the United Kingdom, and the United States. The comparative project asks questions about how differing national contexts relate to youth culture and to civic motivations and behaviors. The study builds on and extends single-country cases or multi-country survey research that uses narrow and standardized measures.

The Center for Information and Research on Civic Learning and Engagement (CIRCLE) conducted this study, which surveyed 4,483 participants aged 18 to 24 about their political participation and their educational experiences. Interviews began the day after the 2012 presidential election and continued on for 6 weeks after the election. Survey questions covered topics such as voter turnout, electoral engagement, informed voting, voter registration, voting behavior, political and campaign knowledge, and voting consistency with one's personal opinion on a campaign issue of one's choice. Additional topics covered included the respondents' background experiences, their experiences with various forms of civic education in schools, families and community settings, their current involvement with civic groups, the political climate of their state, and the education and voting laws enforced in their state. Demographic information collected about each respondent included age, race, gender, education, employment status, and religion.

The Community College Civic Outcomes Survey, Spring 2015 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2015, two surveys were digitally administered at nine community colleges. These nine colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. From a total of 98,838 recipients, 4,788 usable surveys were returned, for an aggregate five percent response rate (response rates varied from two to 13% among the nine colleges). This data includes a sample of 3,897 from those surveys collected. The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

The Community College Civic Outcomes Survey, Spring 2016 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2016, two surveys were digitally administered at 13 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,693 surveys from those collected. The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

The Community College Civic Outcomes Survey, Spring 2017 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2017, two surveys were digitally administered at 8 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,168 surveys from those collected. The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

Since 1972, the General Social Survey (GSS) has been monitoring societal change and studying the growing complexity of American society. The GSS aims to gather data on contemporary American society in order to monitor and explain trends and constants in attitudes, behaviors, and attributes; to examine the structure and functioning of society in general as well as the role played by relevant subgroups; to compare the United States to other societies in order to place American society in comparative perspective and develop cross-national models of human society; and to make high-quality data easily accessible to scholars, students, policy makers, and others, with minimal cost and waiting. GSS questions include such items as national spending priorities, marijuana use, crime and punishment, race relations, quality of life, and confidence in institutions. Since 1988, the GSS has also collected data on sexual behavior including number of sex partners, frequency of intercourse, extramarital relationships, and sex with prostitutes. The 2014 GSS has modules on quality of working life, shared capitalism, wealth, work and family balance, social identity, social isolation, and civic participation. In 1985 the GSS co-founded the International Social Survey Program (ISSP). The ISSP has conducted an annual cross-national survey each year since then and has involved 58 countries and interviewed over one million respondents. The ISSP asks an identical battery of questions in all countries; the U.S. version of these questions is incorporated into the GSS. The 2014 ISSP topics are National Identity and Citizenship. Demographic variables include age, gender, race, ethnicity, education, marital status, religion, employment status, income, household structure, and whether respondents were born in the United States.

Since 1972, the General Social Survey (GSS) has been monitoring societal change and studying the growing complexity of American society. The GSS aims to gather data on contemporary American society in order to monitor and explain trends and constants in attitudes, behaviors, and attributes; to examine the structure and functioning of society in general as well as the role played by relevant subgroups; to compare the United States to other societies in order to place American society in comparative perspective and develop cross-national models of human society; and to make high-quality data easily accessible to scholars, students, policy makers, and others, with minimal cost and waiting. GSS questions include such items as national spending priorities, marijuana use, crime and punishment, race relations, quality of life, and confidence in institutions. Since 1988, the GSS has also collected data on sexual behavior including number of sex partners, frequency of intercourse, extramarital relationships, and sex with prostitutes. In 1985 the GSS co-founded the International Social Survey Program (ISSP). The ISSP has conducted an annual cross-national survey each year since then and has involved 58 countries and interviewed over one million respondents. The ISSP asks an identical battery of questions in all countries; the U.S. version of these questions is incorporated into the GSS. The 2016 GSS added in new variables covering information regarding social media use, suicide, hope and optimism, arts and culture, racial/ethnic identity, flexibility of work, spouses work and occupation, home cohabitation, and health.

The Latino Second Generation Study is a national survey of the political experiences and attitudes of 1,050 U.S. born second generation Latinos of foreign-born parents. The goal of the project is to advance scholarly understanding of political socialization and of the long-term effects of the U.S. immigration system on citizen, civic and political participation in the U.S. Additional variables include behavior and attitudes, family immigration history, and demographic background. The survey was fielded online in English and Spanish by the research firm GfK in the summer of 2013. Demographic variables include age, income, size of household, education level, marital status, race/ethnicity, gender, and parent's country of birth and citizenship.

The National Lawful Use of Guns Survey is a baseline internet-based survey of 2,086 gun owners who were surveyed in 2019 and will be surveyed again one year later. The survey measured a wide range of variables, including: (a) psychographics; (b) firearm-related knowledge, beliefs, attitudes, practices, and norms; (c) a wide range of personal values; (d) level of engagement with guns (emotional and moral attachment to guns); (e) association between firearms and personal values; (f) mindset towards firearm and other public health policies; (g) level of inclusion in or alienation from the gun control movement; and (h) level of civic engagement with gun violence prevention.

The National Lawful Use of Guns Survey is a baseline internet-based survey of 2,086 gun owners who were surveyed in 2019 and again one year later. The survey measured a wide range of variables, including: (a) psychographics; (b) firearm-related knowledge, beliefs, attitudes, practices, and norms; (c) a wide range of personal values; (d) level of engagement with guns (emotional and moral attachment to guns); (e) association between firearms and personal values; (f) mindset towards firearm and other public health policies; (g) level of inclusion in or alienation from the gun control movement; and (h) level of civic engagement with gun violence prevention. The National Lawful Use of Guns Follow-Up Survey was conducted in 2020 and sampled the same 2,086 gun owners who responded to the baseline survey. This survey tested several communication messages intended to try to increase the willingness of gun owners to participate in gun violence prevention activities.

Since 2013, the Robert Wood Johnson Foundation (RWJF) has led the development of a pioneering national action framework to advance a "culture that enables all in our diverse society to lead healthier lives now and for generations to come." Accomplishing these principles requires a national paradigm shift from a traditionally disease and health care-centric view of health toward one that focuses on well-being. Recognizing that paradigm shifts require intentional actions, RWJF worked with RAND researchers to design an actionable path to fulfill the Culture of Health (CoH) vision. A central piece of this work is the development of measures to assess constructs underlying a CoH. The National Survey of Health Attitudes (NSHA) is a survey that RWJF and RAND analysts developed and conducted as part of the foundation's CoH strategic framework. The foundation undertook this survey to measure key constructs that could not be measured in other data sources. Thus, the survey was not meant to capture the full action framework that informs CoH, but rather just selected measure areas. The questions in this survey primarily addressed the action area: making health a shared value. The survey covers a variety of topics, including views regarding what factors influence health, such as the notion of health interdependence (peer, family, neighborhood, and workplace drivers of health), values related to national and community investment for health and well-being; behaviors around health and well-being, including civic engagement on behalf of health, and the role of community engagement and sense of community in relation to health attitudes and values. This study includes the results from the 2023 RWJF National Survey of Health Attitudes. The 2023 survey is the third wave of the NSHA. The first wave was conducted in 2015 (ICPSR 37405) and the second wave in 2018 (ICPSR 37633). The 2023 report complements the overview of the 2015 survey described in the RAND report Development of the Robert Wood Johnson Foundation National Survey of Health Attitudes (Carman et al., 2016), and its subsequent topline 2018 Survey of National Health Attitudes: Description and Top-Line Summary (Carman et al., 2019) and is organized similarly for consistency. A companion set of longitudinal surveys during the COVID-19 pandemic was fielded between 2020 and 2021 and is further described in four top-line reports, COVID-19 and the Experiences of Populations at Greater Risk (Carman et al., 2020-2021). The questions in the 2023 survey uniquely capture aspects of American mindset about health, health equity, structural racism, and wellbeing in ways that are not present in other surveys. This version of the NSHA can be viewed in three main sections: (1) individual health experiences, perspectives, and knowledge (making health a shared value); (2) health equity perspectives; and (3) community wellbeing, including climate views and barriers to community engagement. Insights from the surveys referenced above, including this one, have established a baseline and set of cross-sectional pulse checks on where the American public is regarding their recognition of social determinants of health, their understanding of health inequities including structural racism, their willingness to address those inequities and their indication of who in society should be responsible for solving ,health inequities.

The Political Engagement Project (PEP), 2003-2005 [United States] collection includes data that was collected as part of the Carnegie Foundation for the Advancement of Teaching Political Engagement Project. PEP was conducted to study the effects of a number of promising educational approaches that were designed to support political development. PEP data describe and assess the impact of 21 undergraduate courses and co- or extra-curricular programs in the United States designed to foster informed political engagement. Outcome for PEP interventions were measured in four central dimensions of political engagement: knowledge and understanding, skills, motivation, and action. Political engagement was broadly defined to include a wide range of democratic involvement, including not only voting and electoral participation, but also many types of non-electoral or nonconventional activities, from informal political discussions, to involvement in community problem-solving, to boycotts, protests, and other efforts to influence political decisions or policies at any level. PEP survey instruments also included variables to explore students' political party identifications and self-descriptions to determine if these were impacted by the PEP interventions. The courses and programs included in the study were located at a diverse set of institutions across the country and drew a wide range of students, including many racial/ethnic minorities and first generation college students. The data document the course and program goals and pedagogies, students' perspectives on their experiences in the program, and the impact of these experiences on key dimensions of political development such as knowledge, sense of political efficacy and identity, and skills of democratic participation. Students completed a survey before and after each course or program, and a small number of students from each were interviewed in depth. The faculty leaders were also interviewed and completed a survey, as well as participating in two in-depth conferences. The student survey and other research instruments were designed to document and examine course and program goals, particular approaches to teaching and learning, student perspectives on their experiences, and the impact of these experiences on students' political learning and engagement. To that end, the survey includes a number of questions from existing national surveys that can be used to compare students to other populations, as well as many new questions the research team developed to help identify and understand students' experiences and outlooks with greater specificity and nuance. This collection includes the following demographic variables: year in school, academic major, employment status, living environment, sex, race, age category, religion, citizenship, country of birth, parental country of origin, and parental education level.

PIDOP, Processes Influencing Democratic Ownership and Participation, was a multinational research project that was funded by the European Commission under the Seventh Framework Programme. The project examined the processes which influence democratic ownership and participation in nine European countries - Belgium, Czech Republic, England, Germany, Italy, Northern Ireland, Portugal, Sweden and Turkey. The project drew on the disciplines of Psychology, Politics, Sociology, Social Policy and Education to examine macro-level contextual factors (including historical, political, electoral, economic and policy factors), proximal social factors (including familial, educational and media factors) and psychological factors (including motivational, cognitive, attitudinal and identity factors) which facilitated and/or inhibited civic and political engagement and participation. The project had a distinct focus on the psychology of the individual citizen and the psychological processes through which macro-level contextual factors and proximal social factors exert their effects upon citizens' civic and political engagement and participation. Young people, women, minorities and migrants were examined as four specific groups at risk of political disengagement. The research explored the differences as well as the overlap between civic and political engagement, and both direct and representative participation. The data were collected in three phases: Phase 1 (Focus Groups), Phase 2 (Individual Interviews), and Phase 3 (Quantitative Survey). Qualitative focus group and interview data are not included as part of this data collection at this time. Data included as part of this collection includes one dataset with 8197 cases for 198 variables. Demographic variables include: age, gender, ethnicity, nationality, citizenship, education-level, occupation, marital status, children, income, and political ideology.

In 2011, the Stanford University Center on Adolescence initiated a longitudinal study of civic purpose development in adolescence, with a particular focus on the civic experiences, attitudes, and motivations of young people from diverse backgrounds in the state of California. A survey on civic purpose and civic engagement was completed November 2011 by 1,578 high school seniors, and 50 of those seniors participated in an interview after they completed the survey. Additionally, nine youth civic exemplars were nominated by civic and community organizations, and were included in the study. Participants were invited to partake in follow-up surveys 9 months and 21 months later. Survey and interview questions covered topics such as community involvement, political and campaign knowledge, civic engagement, perceptions of America and U.S. government, and experiences with discrimination. Additional topics include information on the participants' conceptions of American citizenship, educational setting, and parental civic and community engagement. Demographic information collected about each respondent included age, race, gender, education, and employment status.

The Youth Development Study (YDS) was initiated as a school-based study of adolescent children and their parents to examine the consequences of formative experiences in adolescence for mental health, value formation, educational achievement, and multiple facets of behavioral adjustment. Particular attention was directed to the impacts of early work experience. Data were also obtained about parent-child and peer relationships and experiences in school. As the study continued, the focus shifted to adult development and attainment and, most recently, mid-life adjustment and health. This comprehensive longitudinal study now encompasses three generations: the initial cohort studied from adolescence to mid-life (G2), their parents (G1), and their adolescent children (G3). Data from three generations in the same families enable study of intergenerational relationships and differences in the experience of adolescence and transition to adulthood across parent and child cohorts. The YDS covers a wide range of topics of interest to sociologists, social psychologists, developmental psychologists, and life course scholars, including the development and impacts of agentic resources, socioeconomic attainment, processes of inter- and intra-generational mobility, objective and subjective work conditions, family relationships, intergenerational relationships, mental and physical health, and well-being. In-school administration of paper surveys during the first four years of the study was supplemented by mailed surveys. Subsequent data collection took place entirely by mail, with 19 surveys conducted between 1988 and 2011. A final survey was conducted on-line in 2019. Survey data was obtained from the parents (G1) of this cohort during the first and fourth waves of the study (1988 and 1991). Surveys of the children (G3) began in 2009, continued in 2010 and 2011 (by mail) and in 2019-2020 (online). The Youth Development Study measures a wide range of formative experiences and both psychological and behavioral variables, using survey methodology. The G1 surveys obtained information about socioeconomic background as well as attitudes toward teenage employment, the parents' own employment as teenagers, their current work experiences, and educational expectations for their children. The G2 surveys during the high school years included detailed questions about students' work and volunteer experiences, as well as experiences in their family, school, and peer groups, with an emphasis on the ways that working affected other life domains, mental health, and well-being. Shorter surveys containing many of the same topics were administered to students in 1992, 1993, and 1994, and included questions about current family and living arrangements. In 1995, a full survey was administered covering the wide range of topics included in previous surveys as well as information about career plans and life events that had occurred in the past five years. G2 Waves 9 through 19 (1997-2011) included many of the same questions contained in earlier surveys and additional sections that focused on the respondents' educational experiences, family relationships, sources of living expenses, and health and well-being. The most recent G2 survey (2019), administered on-line, included questions about support of aging parents. The YDS is unique in its coverage of both objective and subjective work experiences from adolescence to mid-life. The topics cov,ered by the G3 surveys are very similar to the G2 variables described above. Variables in each G2 and G3 wave are included in cross-wave codebooks, available at the Data Archive Codebook website. For an overview of the Youth Development Study, see Mortimer, Jeylan T. (2012) "The Evolution, Contributions, and Prospects of the Youth Development Study: An Investigation in Life Course Social Psychology." Social Psychology Quarterly 75(1, March):5-27.

The Youth Participatory Politics Survey Project (YPPSP) has conducted this survey which includes questions that examine the quantity, quality, and equality of youth new media practices; as well as political and civic attitudes, behavior, and engagement (collectively referred to as "participatory politics"). The study was conducted in three waves between 2011 and 2015, and this is the second wave of the Youth Participatory Politics Survey Project (YPPSP). The wave 2 survey collected data from 2,343 respondents ages 15-27. The survey was administered from July 2013 to November 2013 through the survey vendor Gesellschaft fur Konsumforschung (GfK) (Society for Consumer Research, formerly Knowledge Networks). It was administered online and by phone, and includes oversamples of African Americans, Asian Americans, and Latino respondents. The survey includes questions about political and civic attitudes, media practices, community involvement, political engagement, news sources, and social influences. Demographic variables include age, race, education, income, and gender. YPPSP wave 1 data is also available via ICPSR. Please see Youth Participatory Politics Survey Project, 2011 for the study homepage.

The Youth Participatory Politics Survey Project (YPPSP) has conducted this survey which includes questions that examine the quantity, quality, and equality of youth new media practices; as well as political and civic attitudes, behavior, and engagement (collectively referred to as "participatory politics"). The study was conducted in three waves between 2011 and 2015, and this is the third wave of the YPPSP. The wave 3 survey collected data from 2,772 respondents ages 15-29, including oversamples of African American, Asian American and Latino respondents. The survey was administered online from June 2015 to November 2015 through the survey vendor Growth from Knowledge (GfK) Group. The survey includes questions about political and civic attitudes, media practices, community involvement, political engagement, news sources, and social influences. Demographic variables include age, race, education, income, and gender.

The Youth Participatory Politics Survey Project (YPPSP) includes questions that examined the quantity, quality, and equality of youth new media practices; as well as political and civic attitudes, behavior, and engagement (collectively referred to as "participatory politics"). The study was conducted in three waves between 2011 and 2015, and this dataset includes respondents who completed both second and third waves (2013 and 2015, respectively). A total of 1,033 respondents, who were between the ages of 15 and 27 in 2013, completed both waves. The wave 2 survey collected data from 2,343 respondents ages 15-27. The survey was administered from July 2013 to November 2013 and June 2015 to November 2015 by the survey vendor Growth from Knowledge (GfK) Group. The 2013 survey was administered online and by telephone, and the 2015 survey was administered online. The survey included oversamples of African Americans, Asian Americans, and Latino respondents. The survey asked questions about political and civic attitudes, media practices, community involvement, political engagement, news sources, and social influences. Demographic variables include age, race, education, income, and gender.