College of William & Mary Law School William & Mary Law School Scholarship Repository Faculty Publications Faculty and Deans 2012 Democratic Inclusion, Cognitive Development, and the Age of Electoral Majority Vivian E. Hamilton William & Mary Law School,
[email protected] Repository Citation Hamilton, Vivian E., "Democratic Inclusion, Cognitive Development, and the Age of Electoral Majority" (2012). Faculty Publications. 1467. https://scholarship.law.wm.edu/facpubs/1467 Copyright c 2012 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/facpubs Democratic Inclusion, Cognitive Development, and the Age of Electoral Majority Vivian E. Hamilton† INTRODUCTION Who should vote in the modern democratic state? The question implicates the core of democratic government— popular political participation. And the vote is the archetypical participatory mechanism. For centuries, voting was a privilege limited to few, but democratic norms now require that electoral inclusion be presumed, and exclusion justified.1 Accordingly, few exclusionary rules remain. Among them are citizenship, law-abidingness, and minimum age requirements. The last of these, all but ignored by legal and political theorists, is this article’s focus. The age of electoral majority has declined, over time and across the globe. At the beginning of the twentieth century, the average voting age worldwide was just under twenty-four; today, it is just over seventeen. More than a dozen nations have recently lowered local, state, or national voting ages to sixteen. † Associate Professor of Law, William & Mary School of Law. J.D. Harvard Law School, B.A. Yale College. I am grateful to Ludvig Beckman, Emily Buss, Naomi Cahn, June Carbone, Neal Devins, James Dwyer, Catherine Ross, and Timothy Zick for their generous comments on earlier drafts.