Persistent gender inequalities in internal political efficacy have traditionally been attributed to gender differences in resources. This article complements the resource model by focusing on how gendered political socialization occurs during citizenship education and how citizenship education might mitigate, reproduce, or intensify inequalities. Based on multilevel models on a 2016 survey dataset (3898 students across 150 schools) of Belgian senior high school students, we show that citizenship education increases internal political efficacy for both male and female students. However, we also find that citizenship education intensifies inequalities since male students gain more from it than female students, especially in schools with a conservative gender role culture. Our results indicate that the influence of citizenship education depends on the gendered school context in which it is offered. In this respect, citizenship education risks intensifying rather than mitigating gender inequalities.

This article uses a behavioral genetics approach to study gender differences in expressed political interest, applying the enriched environment hypothesis to gendered political socialization. As girls are less stimulated to develop an interest in politics than boys, we theorize that these differences in the socialization environment reduce the expression of girls’ genetic predispositions compared to boys’, leading to a gender gap in the heritability of this trait. Analyses using data on German twins (11–25 years) demonstrate relevant differences by gender and age in heritability estimates. While differences in political interest between boys are largely explained by genes, this is less the case for girls, as they have considerably higher shared environment estimates. Our results imply that gender differences in expressed political interest are sustained by both genetic variation and environmental influences (such as socialization), as well as the interaction between the two.