PANEL OF CONTRIBUTORS: M-A seniors analyze the election PANEL OF CONTRIBUTORS: M-A seniors analyze the election (December 01, 2004)

By Jim MacKenzie

On the November 3 election night, the information that upset me the most was the report of a lower-than-expected turnout of voters in the 18- to 24-year-old age group.

As a social science teacher I am committed to the belief that teachers must offer a curriculum that encourages participation in our democracy. It should equip students with the understanding and knowledge to make meaningful choices that not only support the well-being of society but also reflect their own self-interests.

Since I had spent several months providing information and analysis to my four senior economics classes, I decided to elicit their reactions to our elective process. They were asked to respond to various questions about election procedures in the United States and then explain their rationale for selecting a candidate for president. My findings were quite revealing about the philosophy and values of this next generation.

My classes present a very good cross-section of our society -- most major ethnic, racial and socioeconomic groups are proportionally represented.

The total number in my sample was 116. Of that number, only 3 said that if given the opportunity, they would have chosen not to vote. One of them responded with, "No, these politics are pathetic and full of vacuous rhetoric."

Almost all of them (105) felt that they had been well enough informed to make a reasoned evaluation and choice for president. The sources for their information and comprehension include parents, nightly TV news, classes and teachers, newspapers, magazines, internet, debates, peers, personal research, and, of course, the Daily Show with Jon Stewart.
Top issues: Iraqi war, the economy and terrorism

One student commented, "Although it is impossible to know the truth on issues like Iraq and taxes (politicians invariably lie), I think that had I been able to vote, my decision would be more informed and fact-based than the decision of much of the middle part of America, where opportunities to be educated about the issues are less numerous."

Speaking of issues, when I queried my students about what they considered the most important and pressing issues, the top vote-getters were (in order of those most often cited): 1) the Iraq war; 2) the economy; 3) terrorism; 4) health care; and 5) education. These were followed by family values, national security, tax reforms and the environment.

There were mixed reviews on the objectivity of the media. Some students felt that networks did a good job of fact-checking, while others believed that these broadcasts reflected bias and subjectivity.

Some students resented what they considered to be omissions: "We heard a lot about security and terrorism, yet heard very little about school programs, abortion or the environment." Or, they said: "The media seemed biased at times, focusing on issues that would make the election seem more dramatic." Some respondents commented that they felt CNN favored Kerry and Fox supported Bush.

Most students felt that the hundreds of millions of dollars spent on political advertising were an excellent investment. My students believe that many Americans were influenced to vote against a candidate as a result of negative ads. However, they were quick to point out that California was relatively unaffected, due to a dearth of advertising.

There was a split decision on the fairness of the process. Many felt the election was a success, especially if compared to 2000. Quite a few commented that the voting machines, discrimination, misinformation, or outright fraud played a role. More then 65 percent feel the election day process needs reforms.

Students also feel that the process has become overwhelmingly reliant on copious financial backing, without which a qualified individual cannot even consider being involved. Many commented that this sullies the true nature of democracy and allows special interests to wield far too great an influence.

My classes were not of the opinion that the debates were of much value. Most of them felt that Kerry had convincingly won all three, but lost the election, "so, what's the point?"

When asked about potential changes to the voting system, the most common response by far was to do away with the Electoral College and allow the popular vote alone to decide the winner. Other comments included making the day a holiday to encourage voting, instituting a method of computer voting from home, and limiting the amount of money a candidate may spend. My personal favorite comment was from one very confident student who said we could improve the voting method by simply allowing him to unilaterally select the president "because I know I am always right."

When it came to making an actual selection for president, the voting in my classes was not reflective of the typical American voter. The final tally was 87 for Senator Kerry, 20 for President Bush and 9 other (Nader, Green).

I am encouraged by my students' passionate involvement, insights and caring natures. The legacy of our American democracy will surely endure when it inherits these excellent guardians of our future.

Jim MacKenzie teaches economics at Menlo-Atherton High School and is a member of the Almanac's Panel of Contributors.

E-mail a friend a link to this story.