Do Introductory Political Science Courses Contribute to a Racial Political Efficacy Gap? Findings from a Panel Survey of a Flagship University

Abstract

This article examines findings of a panel study of more than 1,000 students enrolled in introductory political science courses at a flagship public university. The survey assessed whether completing an introductory course had a positive effect on political efficacy, focusing on gender and race. We found that, at the aggregate level, completing an introductory political science course had little or no impact on self-reported measures of political efficacy. However, we found evidence of significant differences in external political efficacy between black and white students, even when controlling for factors such as background characteristics and course performance (i.e., grades). Our findings raise important questions about the civic function of the undergraduate political science curriculum, particularly regarding racial political inequalities.