Political Science Educator: volume 29, issue 1
The Teacher-Scholar
By Elizabeth A. Bennion (ebennion@iu.edu)
Generation Z makes up 20.7 percent of the US population. It is more racially and ethnically diverse than previous generations and on track to be the most educated.[i] Generation Z, along with the Millennials, are significantly different from older generations. Gen Z are progressive and pro-government, and generally see the country’s growing racial and ethnic diversity as a good thing. For example, they are supportive of an activist government, with 7 out of 10 Gen Z-ers looking to the government to solve problems rather than individuals and businesses.[ii]
Yet relatively little is known about Gen Z’s attitudes toward democracy and what is known suggests a complex relationship between Gen Z and support for democratic institutions and norms. Gen Z perceives democratic engagement to be important,[iii] but a significant minority can be politically intolerant toward those who disagree with them.[iv] While Gen Z supports free speech in general, there is a significant willingness among Gen Z-ers to draw the line at hate speech; this is particularly true among young women and people of color.[v] While young liberals used to be the most supportive of free speech, several surveys suggest that they are among the least supportive.[vi] Recent support among MAGA supporters of all ages for restrictions on free speech on college campuses suggests that young conservatives may also be willing to suppress speech that doesn’t fit their worldview.
Relatively little is known about Gen-Z perceptions regarding democracy, polarization, foundational inequity, and potential reforms. The limited data that exists shows a significant desire for fundamental institutional reforms, such as ending gerrymandering, abolishing the electoral college, and requiring educational reform that focuses on media and information literacy skills required to combat mis- and disinformation.[vii]
The public has an important role to play in sustaining democracy, but a limited number of Americans prioritize democratic principles in their electoral choices.[viii] Understanding Gen Z’s attitudes toward democracy–and their understanding of their role as democratic citizens–is important for instructors working with Gen-Z students and to the future of U.S. democracy.
The Center for Information & Research on Civic Learning and Engagement (CIRCLE) and Protect Democracy offers a nuanced examination of Gen Z’s attitudes toward democracy in their recent report entitled “How Does Gen Z Really Feel about Democracy?” This report uses data from a nationally representative poll conducted after the 2024 presidential election to explore the complex relationship young people have with democratic principles and practices.[ix]
In the following essay, I restate the report’s troubling findings and offer my own solutions for these issues.
Young People’s Attitudes Toward Democracy
The report asks youth to report on their attitudes toward democracy and their civic action, defined as engagement in activities such as voting, participating in community service, engaging in political discussions, and advocating for social or political change. The report identifies three distinct profiles of democratic attitudes among youth, each presenting unique challenges and opportunities for engagement:
- Passive Appreciation (63%):
- Characteristics: This group values the basic principles and practices of democracy but remains relatively disengaged from civic action. They appreciate democratic values but may remain passive in the face of current threats to democracy.
- Implications: Educators must find ways to activate this group’s latent support for democracy, encouraging them to move beyond appreciation to active participation.
- Dismissive Detachment (31%):
- Characteristics: These young people express lower support for core democratic principles and have “checked out” of a democracy that has not served them well. They show greater openness to authoritarianism and have limited belief in their ability to effect change. This group shows low confidence in liberal democracy and remain susceptible to populist rhetoric. With the lowest media literacy, they often consume unverified political information, reinforcing their detachment. They rarely engage politically beyond voting and feel unable to create change. Disengaged from public debate, they distrust institutions and are skeptical of judicial review and accountability.
- Implications: This profile poses a significant challenge to the future of democracy. Efforts must focus on re-engaging these individuals by addressing their disillusionment and demonstrating the tangible benefits of democratic participation.
- Hostile Dissatisfaction (7%):
- Characteristics: This small but significant group believes in democratic principles but feels extremely dissatisfied with the current system. They are willing to consider political violence to achieve change.
- Implications: This group represents a powerful yet potentially volatile force. Educators must address their dissatisfaction and channel their energy into constructive democratic engagement rather than destructive actions.
Contrary to conventional wisdom, there were no significant differences between the profiles in age, gender, rurality, party affiliation, voter turnout and presidential vote choice in the 2024 election. Gen Z attitudes toward democracy cut across political and demographic spectrum.[x]
Improving Young People’s Attitudes Toward Democracy
Understanding the profiles of youth attitudes toward democracy is just the beginning. The report further examines how various dimensions of civic access and support relate to these attitudes, identifying potential avenues for action to improve young people’s relationship with democracy. These dimensions include:
- Principles of Democracy: Understanding and valuing democratic principles.
- Importance of Protecting Civil Rights: Commitment to safeguarding civil liberties.
- Justifiability of Political Violence: Views on the acceptability of political violence.
- Support for Bipartisan Cooperation: Willingness to work across political divides.
- Experience of Affective Polarization: Feelings toward opposing political groups.
- Confidence in Democracy: Trust in democratic institutions and processes.
By exploring these dimensions, educators can gain deeper insights into the underlying factors that shape youth attitudes and develop more effective strategies to engage them.
Recommendations for Educators
To effectively reach and engage students, I suggest that political science educators should consider the following strategies, which are informed by the profiles and dimensions discussed above:
- Tailored Engagement: Recognize the diversity within Gen Z and tailor engagement strategies to address the specific needs and attitudes of each profile.
- Sample Assignment: Create a project where students identify a local issue they care about and develop a plan to address it through civic engagement. This can include organizing a community event, starting a petition, or collaborating with local government officials. This assignment helps Passive Appreciation students see the impact of their participation.
- Addressing Disillusionment: For those in the Hostile Dissatisfaction profile, it is crucial to address their deep-seated dissatisfaction with the current system.
- Sample Assignment: Facilitate a debate or discussion forum where students can voice their frustrations with the current political system and propose realistic reforms. Encourage them to research and present evidence-based solutions. This intervention allows students to channel their dissatisfaction into constructive dialogue and action. A list of useful recommendations and reforms to debate and deliberate is found in the American Academy of Arts and Sciences 2020 report[xi]: Our Common Purpose: Reinventing American Government.[xii]
- Promoting Civic Education: Strengthen civic education programs to ensure all students understand the importance of democratic principles and practices.
- Sample Assignment: Develop a series of case studies on historical and contemporary democratic movements. Students can analyze these movements, identify key strategies, and reflect on their relevance to current democratic challenges. This assignment fosters critical thinking and a deeper understanding of democracy. The International Center for Nonviolent Conflict resource library[xiii] is a useful place for students to find specific examples to explore!
- Encouraging Bipartisan Cooperation: Highlight the importance of bipartisan cooperation and the benefits of working across political divides.
- Sample Assignment: Organize a bipartisan policy simulation where students are assigned roles as members of different political parties. They must negotiate and collaborate to draft a policy proposal on a pressing issue. This exercise promotes understanding and cooperation across political lines. As an example, Professor Renée Van Vechten provides a useful step-by-step guide[xiv] for a three-day bill passage simulation she uses in her Introduction to American Politics course.
- Building Trust in Institutions: Work to rebuild trust in democratic institutions by showcasing their successes and addressing their failures transparently.
- Sample Assignment: Assign students to research and present on the successes and challenges of a specific democratic institution (e.g., the judiciary, legislative bodies). They should include interviews with officials or experts and propose ways to improve transparency and effectiveness. This assignment helps students appreciate the role of institutions and consider ways to enhance their trustworthiness.
A Word of Caution
The CIRCLE report underscores the importance of recognizing the diverse attitudes of Gen Z toward democracy and tailoring educational interventions accordingly. Political science educators must adopt a multifaceted approach that includes activating passive supporters, re-engaging disillusioned youth, and addressing the dissatisfaction of those who are deeply critical of the current system. Importantly, the report cautions against preaching the benefits of democratic institutions and engagement without addressing the real and perceived shortcomings of the current system. Educators should focus on creating meaningful, action-oriented assignments that empower students to see the tangible impact of their involvement and foster a genuine belief in the potential for democratic reform. This strategy not only enhances students’ understanding of democratic principles but also empowers them to actively participate in and contribute to the democratic process.
Conclusion
The CIRCLE report provides a comprehensive look at the varied attitudes of Gen Z toward democracy, offering valuable insights for political science educators. By understanding these profiles and their implications, educators can develop targeted strategies to engage students, address their concerns, and strengthen their commitment to democratic principles. This approach is essential for fostering a generation of informed, active, and engaged citizens who can contribute to the health of our democratic system.
NOTE: This column was written with the assistance of Microsoft CoPilot, including multiple rounds of prompt engineering informed by the author’s reading of the report and teaching experience, combined with editor feedback.
Endnotes
[i] Pew Research Center. (2020). On the cusp of adulthood and facing an uncertain future: What we know about Gen Z so far. Retrieved from https://www.pewresearch.org/social-trends/2020/05/14/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far/
[ii] Ibid.
[iii] Graham, Matthew H., and Milan W. Svolik. 2020. “Democracy in America? Partisanship, Polarization, and the Robustness of Support for Democracy in the United States.” American Political Science Review 114(2): 392–409.
[iv] McBeth, Mark K. 2022. “Coddled or Engaged? Teaching Political Tolerance to Generation Z Students.” Journal of Political Science Education 18 (4): 438–54.
[v] Knight Foundation, 2019, “Free Expression on College Campuses.” Knight Foundation, 13 May 2019, https://knightfoundation.org/reports/free.
[vi] Twenge, J. M. (2024). Americans born after 2000 are less likely to support free speech than previous generations; this shift is more pronounced among liberals. Retrieved from https://www.edwardconard.com/macro-roundup/americans-born-after-2000-are-less-likely-to-support-free-speech-than-previous-generations-this-shift-is-more-pronounced-among-liberals-jean_twenge/?view=detail
[vii] Lal, A., & Harbridge-Yong, L. . (2023). Gen Z Attitudes Towards American Democracy and Reform. Journal of Student Research, 12(3).
[viii] Graham, Matthew H., and Milan W. Svolik. 2020. “Democracy in America? Partisanship, Polarization, and the Robustness of Support for Democracy in the United States.” American Political Science Review 114(2): 392–409.
[ix] Center for Information & Research on Civic Learning and Engagement (CIRCLE) and Protect Democracy. Report: How does Gen Z Really Feel about Democracy? CIRCLE, April 7, 2025, https://circle.tufts.edu/report-genz-attitudes-democracy
[x] Apau, Deborah and Sara Suzuki. How does Gen Z really feel about democracy? Protect Democracy, April 6, 2025. https://protectdemocracy.org/work/how-does-gen-z-really-feel-about-democracy/
[xi] https://www.amacad.org/sites/default/files/publication/downloads/2020-Democratic-Citizenship_Our-Common-Purpose.pdf
[xii] American Academy of Arts and Sciences, Our Common Purpose: Reinventing American Democracy for the 21st Century (Cambridge, Mass.: American Academy of Arts and Sciences, 2020).
[xiii] https://www.nonviolent-conflict.org/resource-library/?fwp_language=english
[xiv] https://educate.apsanet.org/learn-by-doing-a-bill-passage-simulation-for-intro-to-american-politics-students
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Elizabeth A. Bennion is Chancellor’s Professor of Political Science and Director of Community Engagement – and the American Project – at Indiana University South Bend.
Published since 2005, The Political Science Educator is the newsletter of the Political Science Education Section of the American Political Science Association. As part of APSA’s mission to support political science education across the discipline, APSA Educate has republished The Political Science Educator since 2021. Please visit APSA Educate’s Political Science Educator digital collection.
Editors: Colin Brown (Northeastern University), Matt Evans (Northwest Arkansas Community College)
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