Connie Flanagan headshot

Connie Flanagan

Professor Emerita, Vaughan Bascom Professor in Women, Family and Community
Civil Society and Community Studies Department; Community and Nonprofit Leadership Major
Office 2135A
“Another world is not only possible, she is on her way. On a quiet day, I can hear her breathing.”

–Arundhati Roy

My scholarship focuses on adolescents’ political theories and on the factors in communities that foster identification with and action for the common good in young people. My book, Teenage Citizens: The Political Theories of the Young, won the 2014 Best Authored Book Award from the Society for Research on Adolescence. My current project, Youth and the Environmental Commons, focuses on collective action and learning by urban youth of color to mitigate environmental problems in their communities.

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PhD, Psychology, University of Michigan
MA, Education, University of Iowa
BA, Psychology, Duquesne University

Recent press

A look at issues youth want voters to focus on, Spectrum News 1, November 2, 2020
A lesson in civic or indoctrination? Deciding whether to bring kids to political protests, Washington Post, March 5, 2020
Greta Thunberg turns 17: A look back at her year, Newsweek, January 3, 2020

Civic Engagement across the Lifespan (CSCS 801)

2015 Blanche F. Ittleson Award from the American Orthopsychiatric Association    for research linking civic engagement, social justice, and youth well-being

2014 Society for Research on Adolescence Social Policy Award for best authored book, Teenage Citizens: The political theories of the young

2012 Research Prize, Jonathan M. Tisch College of Citizenship and Public Service, Tufts University, for scholarship contributing to the understanding of civic engagement

2009 Honorary Doctorate, Humanities and Social Sciences, Örebro University, Örebro, Sweden

2009 Fulbright lecturing/research award (#8563), Santiago, Chile

Recent Work

Kornbluh, M., Pykett, A., & Flanagan, C. (2019). Exploring the associations between youths’ explanations of poverty at the societal level and judgments of distributive justice. Developmental Psychology, 55(3), 488-497. DOI: 10.1037/dev0000523

Flanagan, C., Gallay, E., Pykett, A., & Smallwood, M. (2019). The environmental commons in urban communities: The potential of place-based education. Frontiers in Psychology, 10, 226. DOI: 10.3389/fpsyg.2019.00226

Flanagan, C. & Kornbluh, M. (2017). How Unequal Is the United States? Adolescents’ Images of Social Stratification. Child Development. doi:10.1111/cdev.12954

Flanagan, C., Byington, R., Gallay, E., & Sambo, A., (2016). Social justice and the environmental commons. In Horn, S., Ruck, M., & Liben, L. (eds.), Advances in Child Development and Behavior, 51, Equity and Justice in Developmental Sciences: Implications for Young People, Families, and Communities (pp. 203-230). Oxfordshire, UK: Elsevier.

Wray-Lake, L., Syvertsen, A., & Flanagan, C. (2016). Developmental change in social responsibility in adolescence: A developmental perspective. Developmental Psychology, 52(1), 130-142. 10.1037/dev0000067

Gallay, E., Marckini-Polk, L, Schroeder, B., & Flanagan, C. (2016). Place-based stewardship education: Nurturing aspirations to protect the rural commons. Peabody Journal of Education, DOI: 10.1080/0161956X.2016.1151736

Flanagan, C., Kim, T., Pykett, A., Finlay, A., Gallay, E., & Pancer, M. (2014). Adolescents’ theories about economic inequality: Why are some people poor while others are rich? Developmental Psychology, 50(11), 2512-2525,