Education, Ability, and Civic Engagement in the Contemporary United States

Participation in civic activities is widely recognized as the necessary foundation for any democratic government. Education has long been identified as a key determining factor of such civic engagement. Occasionally, this traditional finding has been called into question. Some scholars have hypothesized, while others firmly asserted, that cognitive ability fills the role usually attributed to education. This hypothesis implies that intelligence determines participation and, consequently, good citizenship. Thus, an inquiry into the relationships among education, cognitive ability, and civic participation raises important questions about citizenship in a democracy. By examining data from the 1976 American National Election Study (ANES), the 1974–1990 General Social Surveys (GSS), and the 1957–1975 Wisconsin Longitudinal Study (WLS), I test the hypothesis that education is only a proxy for cognitive ability. I find that analysis using the ANES, which includes a very poor ability measure, produces inconclusive evidence. Yet analysis of data that include better measures of ability, the GSS and the WLS, rejects this hypothesis. In conclusion, the assertion of ability's dominance in determining civic participation is empirically untenable.