Browsing by Author "Miranda, Daniel"

Now showing 1 - 14 of 14
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    A longitudinal examination of the factors that facilitate and hinder support for conservative and progressive social movements
    (2022) Gonzalez, Roberto; Chayinska, Maria; Plaza, Alejandro; Bargsted, Matias; Miranda, Daniel
    This paper examines social-psychological factors that can facilitate and hinder public support for conservative agendas over time. Using four waves of longitudinal panel data from Chile (N = 2,394), we estimated the between-person and within-person associations among individuals' self-reported conservative ideologies, political disaffection, civic behaviour, political attitudes towards democracy and social change, and their support for conservative (vs progressive) social movements over time. As expected, between-person increases in social dominance orientation (SDO), right-wing authoritarianism (RWA), right-wing self-categorization, and political disaffection correlated positively with support for conservative social movements. Between-person increases in people's social change beliefs, support for democracy, and civic participation predicted less support for conservative social movements over time. Within-person increases in RWA and SDO correlated positively with conservative social movement support, whereas civic participation correlated negatively with it. Results provide novel evidence for the dynamic processes underlying support for conservative/progressive agendas.
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    A longitudinal study of the bidirectional causal relationships between online political participation and offline collective action
    (PERGAMON-ELSEVIER SCIENCE LTD, 2021) Chayinska, Maria; Miranda, Daniel; Gonzalez, Roberto
    The longitudinal causal relationships between individuals' online and offline forms of civic participation requires further understanding. We provide a robust test of four competing theoretical perspectives to establish the direction of causality between online political participation and offline collective action as well as the persistence of their longitudinal effects. Two longitudinal panel studies were conducted in the socio-political context of Chile. Study 1 involved university students (a 2-year, 5-wave longitudinal study, N wave 1 = 1221, N wave 2 = 954, N wave 3 = 943, N wave 4 = 905, and N wave 5 = 786) and Study 2 used a nationally representative sample of adults (a 3-year, 3-wave longitudinal study, N wave 1 = 2927, N wave 2 = 2473 and N wave 3 = 2229). Results from both studies supported the spillover perspective compellingly showing that offline participation fostered subsequent online collective action over time, whereas the reverse causal path from online political participation and offline collective action was consistently non-significant. In Study 2, previous offline collective action predicted increased online participation after controlling for the effects of age, gender, and educational level. The need for further fine-grained longitudinal research on the causal relations between offline and online collective action is discussed.
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    Affective polarization and collective memory of the military coup
    (2024) Lay Martinez, Siugmin Paz; Manzi, Jorge; González, Roberto; Carvacho García, Héctor; Miranda, Daniel; Haye M., Andrés
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    Authoritarianism, Social Dominance and Trust in Public Institutions
    (2011) Castillo Valenzuela, Juan Carlos; Miranda, Daniel; Torres Nuñez, Pablo Enrique; Pontificia Universidad Católica de Chile. Facultad de Ciencias Sociales. Escuela de Psicología; Centro de Medición MIDE UC
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    Can group-based strategies increase community resilience? Longitudinal predictors of sustained participation in Covid-19 mutual aid and community support groups
    (2023) Perach, Rotem; Fernandes-Jesus, Maria; Miranda, Daniel; Mao, Guanlan; Ntontis, Evangelos; Cocking, Chris; McTague, Michael; Semlyen, Joanna; Drury, John
    Mutual aid groups have been a critical part of the coronavirus disease-2019 (Covid-19) response and continue to address the needs of people in their communities. To understand how mutual aid and similar community support groups can be sustained over time, we test the idea that using group-based strategies initiates psychological trajectories that shape future participation. We conducted a preregistered longitudinal survey among Covid-19 mutual aid and community support volunteers in the United Kingdom (n(Wave 1) = 600, May 2021; n(Wave 2) = 299, July-August 2021) who were registered panelists of an independent research organization. Assessments included measures of group-based strategies, collective participation predictors, participation experience, and sustained participation. Volunteers engaged in a wide range of support activities including shopping, emotional support provision, and deliveries. Two group-based strategies-group alliances and group horizontality-longitudinally predicted sustained participation. In addition, sense of community responsibility and burnout were longitudinal predictors of sustained participation. Importantly, predictors of sustained participation diverged for volunteers with different levels of volunteering experience. Our findings highlight group-based strategies as a potential resource for organizers seeking to sustain participation. Use can be tailored depending on the profiles of individual Covid-19 mutual aid volunteers. These findings have significance beyond Covid-19 as they are relevant to sustaining community resilience more generally.
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    Educación, equidad y creencias distributivas: Evidencias del caso chileno
    (2013) Castillo Valenzuela, Juan Carlos; Madero Cabib, Ignacio; Miranda, Daniel
    Durante el año 2011, Chile fue lugar de una serie de manifestaciones estudiantiles que demandabanmayor equidad en el acceso a la educación superior. La alta aprobación ciudadana de estas demandas (llegando a un 89%) parece sugerir la existencia de un gran consenso acerca de la debilidad delmodelo educacional que existe en Chile, el que no cumpliría los tradicionales ideales de meritocraciay movilidad social que fundan los sistemas educativos en sociedades modernas. En este contexto,una pregunta que permanece abierta es en qué medida estas demandas por un sistema educacionalmás equitativo están principalmente influidas por ideales de equidad distributiva, o si más bien ellasresponden a diferentes motivos racionales asociadas a condiciones socio-económicas de los individuos. Utilizando datos del módulo de inequidad social del International Social Survey Program(ISSP) de 2009, esta investigación analiza percepciones y creencias distributivas respecto al sistemaeducativo así como el modo en que ellas están influidas por variables educacionales y de ingreso,usando un modelo de ecuaciones estructurales. Los resultados revelan la presencia de diferenciassocioeconómicas en relación a la justicia del sistema educativo, cuestionando el supuesto de unconsenso normativo.
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    Good Citizenship for the Next Generation : A Global Perspective Using IEA ICCS 2016 Data
    (IEA, 2021) Treviño, Ernesto; Carrasco, Diego; Villalobos, Cristóbal; Morel, María Jesús; Torres Irribarra, David; López Hornickel, Natalia; Zúñiga, Carmen Gloria; Miranda, Daniel; Miranda, Catalina; Muñoz, Loreto; Pavón Mediano, Andrés; Isac, María Magdalena; Claes, Ellen; Sandoval Hernández, Andrés; Savvides, Nicola; Kennedy, Kerry J.; Kuang, Xiaxoue; Kuang, Xiaoxue; Treviño Villarreal, Juan Ernesto; Carrasco Ogaz, Diego; Claes, Ellen; Kennedy, Kerry J.
    This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law
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    Measurement model and invariance testing of scales measuring egalitarian values in ICCS 2009
    (2018) Miranda Fuenzalida, Daniel Andrés; Castillo Valenzuela, Juan Carlos; Sandoval-Hernández, Andrés; Isac, Maria Magdalena; Miranda, Daniel
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    Political socialization and legitimation of radical actions in adolescents: evidence from Chile
    (2022) Sanchez-Barria, Felipe; Miranda, Daniel
    Can exposure to mass events with the presence of radical actions influence the legitimation of this type of protest in adolescents? How are changes in legitimation levels conditioned by socioeconomic status or by political socialization at home and school? To answer these questions, we used a sample of 1,203 students in their second year of secondary school in Chile who were surveyed as part of the School Citizenship Panel (Panel de Ciudadania Escolar, PACES). In the middle of fieldwork in this study, the event known as the estallido social ('social outburst') stood out for its mass and presence of violence. We compare the students surveyed before and after this event. Contrary to our expectations, the students had similar levels of legitimation of radical actions before and after the estallido. We also found a trend towards moderation in students with a higher socioeconomic status, who had more frequent political conversations with their parents, and in students from schools that conduct civic education activities. In short, experiences of family and school political socialization can help lower an adolescent's support of radical actions in radicalized contexts.
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    Social cohesion and attitudinal changes toward migration: A longitudinal perspective amid the COVID-19 pandemic
    (2023) Castillo, Juan Carlos; Bonhomme, Macarena; Miranda, Daniel; Iturra, Julio
    The COVID-19 pandemic has impacted social interactions and coexistence around the globe in dimensions that go far beyond health issues. In the case of the Global South, the pandemic has developed along with growing South-South migratory movements, becoming another key factor that might reinforce social conflict in increasingly multicultural areas as migrants have historically served as "scapegoats" for unexpected crises as a way to control and manage diversity. Chile is one of the main destination countries for migrants from the Latin American and Caribbean region, and COVID-19 outbreaks in migrant housing have intensified discrimination. In such a context, there is a need for understanding how the pandemic has potentially changed the way non-migrants perceive and interact with migrant neighbors. Drawing on the national social cohesion panel survey study ELSOC (2016-2021, N = 2,927) the aim is to analyze the changes in non-migrants' attitudes toward migrants-related to dimensions of social cohesion-over the last years and their relation with individual status and territorial factors. We argue that social cohesion in increasingly multicultural societies is partially threatened in times of crisis. The results indicate that after the pandemic, convivial attitudes toward Latin American migrants decreased. Chileans started perceiving them more negatively, particularly those respondents with lower educational levels and who live in increasingly multicultural neighborhoods with higher rates of migrant residents.
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    Socio-economic inequalities of families and their differential impact on types of political participation in the new generation of 24 countries
    (2023) Miranda, Daniel
    Equal participation of all citizens in the public space is a fundamental principle of democracy. However, empirical evidence gathered over several decades has consistently demonstrated that unequal resources leads to unequal participation, even in youth, indicating that the principle is far from being fulfilled. Nevertheless, how different socioeconomic resources relate to different participation types and the socialization mechanism still need attention. This paper aims to evaluate both aspects, using a representative sample of 93,000 students from the 24 countries that participated in the International Civic and Citizenship Education Study 2016. Multilevel estimations demonstrate that socioeconomic gaps are replicated in formal citizen participation. However, differentiated patterns are observed when other forms of participation, such as community participation and activism, are considered. Additionally, results showed important differences in the mechanisms of socialization. The paper discusses the implications of considering different aspects of socioeconomic background, types of participation and their socialization mechanisms that can lead to the development of political inequality.
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    The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile
    (2023) Jara Ibarra, Camila; Sanchez Bachmann, Macarena; Cox, Cristian; Miranda, Daniel
    Based on evidence from a 2019 survey of a sample of Chilean secondary education teachers responsible for citizenship education, this article examines their beliefs regarding citizenship and how these beliefs relate to their justifications of both legal and illegal protest actions in a societal context of wide socio-political crisis and mobilization. Using exploratory factor analysis, two types of citizenship are identified as structuring the beliefs of teachers: duty-based citizenship, related to what the literature conceives of as a minimalist or personally responsible-type of citizen, and activism-based citizenship, or the citizen type defined in the literature as justice-oriented. Then, exploring bivariate correlations with teachers' justification of different protest actions, we found that duty-based citizenship beliefs are related to a pattern in which protest (legal or illegal) is considered less justifiable, whereas activism-based beliefs correlate positively with a greater justification of both legal and illegal (blockades of streets and strikes) protest actions. We examine these findings, distinguishing between teachers' beliefs and justifications as educators and as citizens, arguing that the context of socio-political crisis and mobilization is a key factor for interpreting the tensions and dilemmas of teaching citizenship in Chile.
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    The role of classroom discussion
    (2018) Carrasco Ogaz, Diego Alonso; Torres Irribarra, David; Sandoval-Hernández, Andrés; Isac, Maria Magdalena; Miranda, Daniel
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    When nonactivists care: Group efficacy mediates the effect of social identification and perceived instability on the legitimacy of collective action
    (2019) Jimenez-Moya, Gloria; Miranda, Daniel; Drury, John; Saavedra, Patricio; Gonzalez, Roberto
    In recent years, multiple social movements have emerged around the world. In addition, public surveys indicate the highest recorded levels of support for protest. In this context of acceptance of collective action, we examine the role of nonactivists in the perceived legitimacy of social movements, as this "passive" support can contribute to social change. Given that antecedents of legitimacy have been neglected in the literature, we carried out a survey (N = 605) among a general sample of the population in Chile to shed light on this issue. We found that social identification with movements and perceived instability predicted the perceived legitimacy of protests by social movements, and that both variables had only indirect effects through group efficacy. This suggests that perceiving social movements as able to achieve success can lead nonactivists to perceive their actions as legitimate, highlighting the importance to movements of being seen to be effective.