Mishler and Rose (2007) Generation, Age, and TIme: The Dynamics of Political Learning durning Russia's Transformation

Abstract:
hen the Soviet Union colapsed, most Russians had lived teir entire lives in a quientessiantlly authoritaritna culture. Hanving neen socialized in this envormnment, how could citizens acquire the attitudes and behaviors necessary to suppor a new, most pluralistic regime? Cultural theries of political learning emphasize the primacy of childhood socilaization and hold that altering initual attitudes is a decades-long process that depends on generational replacement. Institutional theories emphasize adult relearning in response to changing circumstances regardless of socialization. Lifetime learning integratres the competing persoectives. Mutilevel modesls sing New Russia Rarometer data from 1992 to 2005 confirm the persistence of some generational differences in Russian political attitudes but demonstrate even larger effects resulting from adult relearning. Lifetime learning provides the most comprehensive account ad suggest that Russian wold quickly acquire the attitudes and behaviors appropriate to democracy--if Russian elites supply more authentic democratic institutions.

the strength of the shock! matters. this is how you "get" adults.

Political learning and relearning

cultural theories emphasize early learning; youth are indoctrinated; and are also taught indirectly, and unconsciously. thus political attitudes are deeply ingrained and unlikely to change, especially as time goes on.
at the forefront of this theory is the "primacy principle:" early life scialization trumps later life socialization (searing, wright and rabonowitz 1976).

yet differences in gender, ethnicity and family position can produce important variations in socialization.

institutional theories emphasize adult political experiences based on contemporary institutions and circumstances. this theory holds that attitudes are malleable and adaptable. thus later life experiences play an equal, nay, a greater role in determining political attitudes and opinions. here it is the "structure principle:" attitudes learned early in life interpret and shape later life learning in a classic path-dependent process reinforcing early life socialization.

life time leaning theory emphasizes the importance of both culture and institutions. according to this perspective, the political lessons of childhood are variously reinforced, revised, or replaced over time by later life experiences. thus this theory tests the durability of early learning in the face of later life experiences on political attitudes and behaviors.

Generations:
(1) survival
(2) normal
(4) transitional

Dependent Variables:
(1) Attitudes toward old regime (authoritarian)
(2) Attitudes toward new regime (democratic)

There are at least two reasons why generations are important--
(1) historical--
All generational in society may be socialized broadly into a common political culture, but different aspects of that culture may be emphasized depending upon the particular histirocal environment (war, depresssion etc.) within which differnt cohorts were socialized.
(2) social and economic conditions-

Class notes:

This does not look mannheimian. Altough the socialization account may be Mannheimian, it is more incremental/gradual change.