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

Kahne, Joseph; Sporte, Susan E.

doi:10.3102/0002831208316951

Cited by 403 publications

(360 citation statements)

References 52 publications

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“…The extent to which individuals are confident about and perceive that they possess politically relevant skills and traits shapes their assessments 6 We recognize that most research finds that playing sports does not influence political engagement in adults or young people (Kahne and Sporte 2008;Verba, Schlozman, and Brady 1995). But scholars do find that athletics can encourage civic engagement when they consider sports as part of a long list of voluntary activities (Marks and Jones 2004;Smith 1999;Walker 2008), though the direct link is tenuous.…”

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confidence: 99%

Uncovering the Origins of the Gender Gap in Political Ambition

2014

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women and men who work in the professions from which most candidates for elective office emergereveal a striking gender gap in political ambition (Lawless and Fox 2012;. Women are less likely than similarly situated men to consider running for office; less likely to run for office; less like to believe they are qualified to seek office; less likely to receive encouragement to run for office; and more likely to perceive a competitive, biased electoral environment (see also Fulton et al. 2006).Although the existing work on candidate emergence identifies and explicates the contours of the gender gap in political ambition among well-established potential candidates, virtually no political science research examines its origins (but see Elder 2004). We are very limited in the conclusions we can draw about the roots of the gap or the manner in which early life experiences shape it. This omission in the literature is critical because a general interest in, or openness toward, running for office early in life can set the stage for a political candidacy decades later. Young people's career goals, after all, tend to be excellent predictors of the occupations they ultimately attain (Ashby and Schoon 2010;Mello 2008;Trice and McClellan 1993). Many gendered attitudes about running for office, then, may result from deeply embedded socialized norms that are conveyed long before women and men find themselves in the candidate eligibility pool. Yet we simply do not know when young women and men's political ambition diverges, the extent to which it does so, or the factors that contribute to it. If the seeds of political ambition are planted at an early age, then gaining a complete understanding of the gender gap in ambition and prospects for women's representation demands that we pinpoint and explicate its origins.This article provides the first investigation to do just that. Based on survey responses from a national random sample of nearly 4,000 high school (ages 13 to 17) and college (ages 18 to 25) students, we uncover a substantial gender gap in political ambition. This is striking evidence that the gap is, in fact, present well before women and men enter the professions from which most candidates emerge. We then employ 499 Downloaded from https://www.cambridge.org/core.

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confidence: 99%

Uncovering the Origins of the Gender Gap in Political Ambition

2014

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“…For example, Homana Homana, (2009) found that students who participated in open dialogues and discussions in school were more likely to support values and norms related to democratic principle and had higher levels of civic knowledge. Kahne and Sporte Kahne and Sporte (2008) also found an association between students' exposure to democratic classroom practices, such as experiencing an open climate for classroom discussions and studying issues related to students' interests, and greater commitment to civic participation. In addition, other studies have found that exposure to democratic practices in schools are associated with higher levels of student civic knowledge and skills (Littenberg-Tobias, 2015;CIRCLE, 2013;Kahne, Chi & Middaugh, 2006;Kawashima-Ginsberg, 2013;McDevitt & Kiousis, 2006;Syvertesen et al, 2009).…”

Section: Introductionmentioning

confidence: 84%

Diverging Paths: Understanding Racial Differences in Civic Engagement Among White, African American, and Latina/o Adolescents Using Structural Equation Modeling

Littenberg-Tobias¹,

Cohen

2016

American J of Comm Psychol

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There is increasing concern about the large civic engagement gap between Whites and Latina/o and African American youth. Some suggest this may be because traditional models and measures of civic engagement may not be as applicable for youth from historically marginalized groups. With an urban sample of middle and high school-age youth (n = 903, 52% female), we used structural equation modeling to identify differences in civic pathways between youth from different racial/ ethnic backgrounds. We found significant differences between groups including much stronger relationships between exposure to democratic practices and civic selfefficacy and knowledge for African American and Latina/o youth than for White youth and a stronger relationship between civic knowledge and future civic engagement for Whites and Latina/os than for African Americans. These findings suggest that educators and researchers interested need to take into account the diversity of youths' racial experiences when examining youth civic development.

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“…Diferentes estudios demuestran que involucrar a los estudiantes en la deliberación de asuntos ciudadanos tiene efectos positivos y persistentes en una serie de dimensiones del aprendizaje ciudadano, tales como el conocimiento cívico, la tolerancia y el apoyo a los valores democráticos, el sentido de la agenda ciudadana y la comunicación democrática (Beaumont, 2010;Kahne & Sporte, 2008, Torney-Purta, 2002. No obstante, como señalan Carretero, Haste & Bermúdez (2016), dicha valoración de la controversia es particularmente notoria en la educación cívica sustentada en concepciones de democracia como deliberación y como justicia social.…”

Section: La Educación En Derechos Humanos Promoviendo La Discusión Reunclassified

Pensando la educación en derechos humanos desde una mirada ética y controversial

Magendzo¹,

Bermúdez²

2018

RLDH

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ResumenEste artículo incursiona en la relación entre la educación en derechos humanos y la ética en una perspectiva controversial. Es una orientación que se propone formar ciudadanos activos y participativos en una democracia pluralista. Se plantean tres principios éticos fundamentales que permiten enseñar los derechos humanos a través de la controversia: Los derechos humanos: una ética global, Los derechos humanos: una ética de los mínimos, Derechos humanos y pluralismo moral. El artículo se propone vincular la educación en derechos humanos con la pedagogía crítica-dialógica. En esta perspectiva se identifican cuatro herramientas de la indagación crítica que sirven para desarrollar diferentes dimensiones de una comprensión crítica en el ámbito social: el planteamiento del problema; el escepticismo reflexivo; la multiperspectividad y el pensamiento sistémico.Palabras clave: educación en derechos humanos, ética, controversialidad. AbstractThis paper delves into the relationship between the education in human rights and ethics from a controversial perspective. It is a direction that seeks to help people become active and participatory citizens in a pluralistic democracy. Three fundamental ethical principles are analyzed,

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

Cited by 403 publications

References 52 publications

Uncovering the Origins of the Gender Gap in Political Ambition

Uncovering the Origins of the Gender Gap in Political Ambition

Diverging Paths: Understanding Racial Differences in Civic Engagement Among White, African American, and Latina/o Adolescents Using Structural Equation Modeling

Pensando la educación en derechos humanos desde una mirada ética y controversial

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