Developing Citizens: The Impact of Civic Learning Opportunities on Students' Commitment to Civic Participation

This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students' commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic t...

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Veröffentlicht in:	American educational research journal Jg. 45; H. 3; S. 738 - 766
Hauptverfasser:	Kahne, Joseph E., Sporte, Susan E.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Thousand Oaks, CA SAGE Publications 01.09.2008 American Educational Research Association
Schlagworte:	Academic achievement Academic learning Achievement tests Adolescents Children & youth Citizen Participation Citizenship Education Civic education Civics Classrooms Core curriculum Democracy Developing countries Education policy Educational Opportunities Educational Practices Extracurricular activities High School Students High schools Income distribution Instructional design Instructional Development Knowledge LDCs Learning Longitudinal studies Low income groups Mathematics education Neighborhoods Participation Political behavior Politics Polls & surveys Predictor Variables Public schools Rating Scales Secondary school students Secondary schools Service learning Social Development Social Studies Student Attitudes Student Surveys Teaching, Learning, and Human Development Teenagers Urban areas high schools adolescence development instructional design social studies education
ISSN:	0002-8312, 1935-1011
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Abstract	This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students' commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curriculum and instruction. Discussing civic and political issues with one's parents, extracurricular activities other than sports, and living in a civically responsive neighborhood also appear to meaningfully support this goal. Other school characteristics appear less influential.
AbstractList	This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students’ commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curriculum and instruction. Discussing civic and political issues with one’s parents, extracurricular activities other than sports, and living in a civically responsive neighborhood also appear to meaningfully support this goal. Other school characteristics appear less influential. This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students' commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curriculum and instruction. Discussing civic and political issues with one's parents, extracurricular activities other than sports, and living in a civically responsive neighborhood also appear to meaningfully support this goal. Other school characteristics appear less influential. [PUBLICATION ABSTRACT] This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students' commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curriculum and instruction. Discussing civic and political issues with one's parents, extracurricular activities other than sports, and living in a civically responsive neighborhood also appear to meaningfully support this goal. Other school characteristics appear less influential. (Contains 5 tables and 1 note.)
Audience	High Schools
Author	Sporte, Susan E. Kahne, Joseph E.
Author_xml	– sequence: 1 givenname: Joseph E. surname: Kahne fullname: Kahne, Joseph E. – sequence: 2 givenname: Susan E. surname: Sporte fullname: Sporte, Susan E.
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Copyright	Copyright 2008 American Educational Research Association Copyright © 2008 by American Educational Research Association. Copyright American Educational Research Association Sep 2008
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SubjectTerms	Academic achievement Academic learning Achievement tests Adolescents Children & youth Citizen Participation Citizenship Education Civic education Civics Classrooms Core curriculum Democracy Developing countries Education policy Educational Opportunities Educational Practices Extracurricular activities High School Students High schools Income distribution Instructional design Instructional Development Knowledge LDCs Learning Longitudinal studies Low income groups Mathematics education Neighborhoods Participation Political behavior Politics Polls & surveys Predictor Variables Public schools Rating Scales Secondary school students Secondary schools Service learning Social Development Social Studies Student Attitudes Student Surveys Teaching, Learning, and Human Development Teenagers Urban areas
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