000			01882naa a2200181uu 4500
001			5093018050617
003			OSt
005			20190211160155.0
008			050930s2005 xx ||||gr |0|| 0 eng d
100	1		_aMETTLER, Suzanne; WELCH, Eric _921952
245	1	0	_aCivic Generation : _bpolicy feedback effects of the GI Bill on political involvement over the life course
260			_aCambridge : _bCambridge University Press, _cJuly 2004
520	3		_aOne of the chief explanations for the decline of social capital in the United States is the passing of the 'civic generation', those who came of age during the Depression and the Second World War. These Americans experienced greater government largesse than previous generations, yet we know little about how public programmes influenced their subsequent involvement in public life. This article draws on policy feedback theory to examine how the educational benefits of the GI Bill, through which 7.8 million Second World War veterans attended college or gained vocational training, affected recipients' political participation across three time periods, from 1950 to 1998. We find that initially, interpretive effects of programme implementation produced increased levels of participation among users generally. Later on, resource effects enhanced participation rates selectively, with the strongest effects among those who had attained the highest levels of education. Overall, the study illustrates distinct mechanisms, timing and sequencing through which public policy can shape the interests and capacities of programme recipients to engage in democratic participation
773	0	8	_tBritish Journal of Political Science _g34, 3, p. 497-518 _dCambridge : Cambridge University Press, July 2004 _xISSN 0007-1234 _w
942			_cS
998			_a20050930 _b1805^b _cAnaluiza
998			_a20051003 _b1456^b _cAnaluiza
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c13719 _d13719
041			_aeng