There are two contrasting perspectives about the strength of schooling in generating citizens. The first perspective—civic education—assumes that schooling has a considerable, although formalistic and narrow, singular impact on citizenry formation chiefly occurring through the instruction of civic curricula that are specifically developed for this outcome (Wiseman, Astiz, Fabrega, & Baker, 2010). Civic education is the older of the two contrasting perspectives by at least half a century and is essentially an educationalist product. In contrast, developed out of the anxiety during international instability during the Cold War period of the mid-20th century and as a product of the emerging field of political science, the second perspective—political socialization—assumes that while schooling in a general sense is a socialization agent, it is just one of many and may not have much overall impact (Hess and Torney 1967).