DEFINITIONS
The definitions of terms used in the revised hypothesis have also been modified from their original forms. Firstly, the term political activism in this study refers to the acts of civil protest and civil disobedience only, as opposed to the former definition in “Motivations for Political Activism”, which includes a much wider range of political activisms. This change was made to simplify the analysis, given the breadth of this survey. In addition and more specifically, acts of civil protest and civil disobedience require a given motive and physical action beyond simpler acts of activism, such as signing a petition. This factor will allow us to narrow in on the individuals who are actually feeling strongly propelled for political action, and not simply the individuals who engage because it is convenient to do so. This is important as I am specifically studying the causes of political activism. On the other hand, more drastic means of political activism, such as illegal protest or rioting, were exempt as it is probable that the reasons in which people become involved in extreme political activism is far more complex than this study can feasibly manage.
Secondly, the term political efficacy in this study is defined as on one’s own belief that their government is assiduous, effective and legitimate with the protection of their rights and freedoms and that their government provides adequate representation of their needs. In a more general sense, political efficacy relates to the level of trust one has in their government. Scholars have defined this term as referring to beliefs about one’s own competence to understand, and to participate effectively in politics, however this study relies on the former definition as a means of facilitating the breadth of the assignment by narrowing down the subject field.
Thirdly, the antecedent variable, education of rights and freedoms, is not exclusive to that of the academic nature. Any form of politically relevant influence outside of academia is relevant. For example, on the SFU campus a number of politically active associations provide education to students and staff. In addition, any education provided by politically predisposed environments on a given person, such as family or a given person’s personal life experience is also relevant.
SURVEY CONSIDERATIONS and ANALYSIS
The questions of the survey were strategically chosen to maximize the potential for proving or disproving the hypothesis as opposed to rendering the hypothesis insignificant, which is not an unlikely possibility. Notwithstanding, an insignificant hypothesis will provide for informative results nonetheless. Appendix I exposes the possible outcomes that may arise from the survey questions (see Appendix I – Possible Outcomes, page 10). These outcomes were considered at great breadth while selecting the survey questions.
Question one of the survey deals with the antecedent variable, which attempts to determine the degree of knowledge the respondent has on the topic of rights and freedoms. The second question deals with the independent variable, which considers how the respondent feels regarding the effectiveness of government and the dependent variable is examined in the third survey question, which asks how often the respondent engages in political activism. These three questions will explore the possible outcomes of the 1st and 2nd Category in Appendix II being the hypothesis and the null hypothesis (see Appendix 2- Categorization of Possible Outcomes, page 11). Questions four through seven will explore the possible outcomes of the 3rd Category in Appendix II, the insignificance of the hypothesis. The handwritten components of these questions will attempt to reveal the possible alternative variables to be considered for future studies if the hypothesis does in fact prove to be insignificant. A4 and B4 of the 4th Category, as per Appendix II, will not be considered in the survey; the likelihood of such results is doubtful. They shall not be considered for analysis in the survey as they are contradictory and thus, far beyond the capacity of this research project.
Finally, it is noteworthy to mention that political efficacy may also be used as an intervening variable between knowledge of rights and freedoms and political activism; however doing so would suggest that I am studying the relationship between knowledge of rights and freedoms as the independent variable and political activism as the dependent variable, which is not the case. Also, spuriousness for this study must be considered; political efficacy is being tested to have an impact on political activism, however, political activism may consequently affect political efficacy. Question 8 of the survey has been added to mitigate for this potential discrepancy.
METHODOLOGY
The students will be contacted in person at the Simon Fraser University Burnaby campus. Ten interviews will be conducted around the political science department, ten interviews near the Simon Fraser Public Interest Research Group, and twenty interviews in casual meeting places. The purpose is to attempt to include a relatively equal number of people who may be otherwise statistically underrepresented. I am not attempting to achieve a microcosm of the Canadian population, but rather I am trying to seek out as many individuals who are affected by the dependent variable (political activism) as those who are not. Furthermore, the respondents will not be verbally asked the survey questions. They will be given the survey to complete without my knowledge of their direct answers. The objective in doing so is to maximize anonymity whilst ensuring honest and un-intimidated responses.
SAMPLE SURVEY
The Introductory Statement
Thank you for deciding to be a part of this survey. Before we start I should tell you that the purpose of this study is to examine the relationship between political efficacy, education, and political activism. I will be asking you a few questions regarding your knowledge of rights and freedoms, your notions of government effectiveness and your past experiences with political activism (which is limited to civil protest and acts of civil disobedience). I am doing this study as a part of my Political Research Methods class (POL201).
Please be honest and rest assured that any of the information that you are to provide will remain strictly anonymous; no person will be able to identify you or match you to your answers. Once you return your questionnaire to my folder (with no immediate viewing by me), the only people who will have access to the data that I collect will be my t/a, my professor Dr. Daniel Cohn of the Political Science Department and myself. After I complete this assignment and receive my final grade, the data will be destroyed.
Please remember that you do not have to answer any questions that you do not want to answer and can discontinue this interview at any time.
If you have any further questions, comments or concerns about this project or about the class that I am doing it for, please contact my professor, Dr. Cohn. Here is a sheet with the details on how to contact him.
Survey Questions
Please respond to the following statements by circling one of the boxes which is in closest accordance to your own true feelings:
- I have been influenced and educated and I understand my rights and freedoms, such as the rights and freedoms enumerated in the Constitution Act of 1982, especially Section 1: The Reasonable Limits Clause and Section 2: Fundamental Freedoms, by way of (however not exclusive to): academic education, extra-curricular activities, personal pursuits, and/or family or friend influence.
- I believe that the Canadian government is effective with representing my needs and political views and that in general, the Canadian political system is fair and legitimate.
- I engage in civil public protest and acts of civil disobedience.
* If you agree, go to question 4 and 5 and then skip question 6 and 7.
* If you disagree, skip question 4 and 5 and then go to question 7 and 8.
- If so, the reason why I engage in civil public protest and acts of civil disobedience is because I feel underrepresented by government.
- a) As opposed to or in addition to feeling underrepresented by government, I engage in civil public protest and acts of civil disobedience for other reasons.
b) Please specify if applicable:
________________________________________________________________________________________________________________________________________________________________________________________________
- I do not engage in civil public protest and acts of civil disobedience because I simply do not have the time, however, I do feel underrepresented by government.
- a) I do not engage in civil public protest and acts of civil disobedience for other reasons.
b) Please specify if applicable:
________________________________________________________________________________________________________________________________________________________________________________________________
- In my past experience, I first started off by engaging in civil public protest and acts of civil disobedience and subsequently became interested in political matters, such as my rights and freedoms as enumerated in the Constitution Act of 1982.
Thanks very much for your time and have a great day!
APPENDIX I – Possible Outcomes
1. lessons faith in government and political activism is high.
2. lessens faith in government, but political activism is low.
A - Knowledge of rights and freedoms
3. enhances faith in government so political activism is low.
4. enhances faith in government but political activism is high.
1. lessons faith in government and political activism is high.
2. lessens faith in government, but political activism is low.
B – Little Knowledge of rights and freedoms
3. enhances faith in government so political activism is low.
4. enhances faith in government but political activism is high.
APPENDIX II - Categorization of Possible Outcomes
1st CATEGORY
2nd CATEGORY
3rd CATEGORY
4th CATEGORY
Niemi, R. G., Craig, S. C., & Mattei, F. (1991). Measuring internal political efficacy in the 1988 national election study. American Political Science Review, 85(4), 1407-1413.
