Throughout their history, Americans have believed that citizens' fulfillment of their individual duties in a participatory democracy is at least partly met through the forming of groups around important societal issues. Given the complex nature of political socialization, this study investigated identifiable determinants of social action that might be used to advantage in educating young people for citizenship in a democracy. This study attempted to differentiate among junior high, high school and college students (N=517) who were inclined and not inclined to act on their concerns about nuclear threat with selected demographic, psychological, political, and educational variables. The results of a discriminant functional analysis indicated that in comparison with the non-action group, students in the action group were characterized by reporting less trust in government, more exposure to sources of nuclear war information, more political knowledge, a more liberal political orientation, a stronger sense of political efficacy, a more internal locus of control, and perceptions of their parents as having a more liberal political orientation. (Author/ABL)