In democratic societies, many adult citizens choose not to participate in political processes. To address this problem, this dissertation explores and examines how educators can foster adolescents' political efficacy, one of the strongest predictors of political participation. Prior research indicates that political efficacy, the belief that individuals' action can influence governmental processes, increases when individuals have opportunities to (1) discuss public issues, (2) participate in small-scale democratic processes, and (3) develop connections with others who are politically engaged. However, this earlier research does not explain why or how these experiences support the development of political efficacy. Through three mixed methods empirical studies, this dissertation begins to fill this research gap.

First, I examined two educational programs—a Model United Nations club and a course on civic advocacy—in which students had the three types of aforementioned experiences. In Model UN, students attended conferences where they represented different countries, debated those nations' positions on a wide range of topics (such as security treaties), and developed solutions to major international challenges. The advocacy class, on the other hand, required students to select and research community-based problems or institutions, develop plans to influence relevant policymakers, and advocate for change through various means. To examine the implementation and outcomes of these programs, I gathered data during one semester through observations, interviews, surveys, and student papers. Findings indicated that both programs had a positive impact on students' political efficacy and that crucial to this growth was adult leaders' support of students' political knowledge (e.g., political processes and issues), political skills (e.g., communication), and political goal achievement.

The third empirical study sought to identify the broad set of factors that influence adolescents' political efficacy. By analyzing interview data from the two classroom-based studies and survey data from 142 undergraduate students, I found evidence to support a robust model that includes a wide variety of factors that contribute to political efficacy, such as political interest and political trust. Based on this theoretical model and the program-based studies, I provide practical recommendations to educators and researchers interested in preparing students for active political participation.