Different Pedagogy, Different Politics: High School Learning Opportunities and Youth Political Engagement

Abstract

Using data from an original two-wave panel survey of California high school students and a two-wave panel survey of high school students in Chicago, we find that different pedagogical approaches influence different forms of civic and political engagement. Specifically, controlling for prior levels of engagement and demographic factors, we find that open discussion of societal issues promotes engagement with political issues and elections. In contrast, service learning opportunities increase community-based and expressive actions. Both kinds of opportunities promoted commitments to participatory citizenship. These patterns can teach us about the kinds of opportunities (both in school and out) that can shape adolescents' civic and political development.

Toward Self-Authoring a Civic Teacher Identity: Service-Learning in Teacher Education

“…In their study of teacher education programs, Anderson and Erickson (2003) maintained that effective service-learning provides teachers with decision-making authority regarding the service that they provide, (e.g. deciding the curriculum and methods) in addition to emphasizing problem solving and service to the community -all core components of a participatory citizenship model defined as a shared responsibility to address issues affecting one's local and national community (Kahne, Crow, & Lee, 2013;Westheimer & Kahne, 2004).…”

“…The main factors influencing the creation of the modules were developed in consultation with members of the research team. The civic education modules created for this project were based on progressive pedagogical principles such as participatory, experiential, and interactive lesson design and pedagogical practices that focused on civic engagement, democratic engagement, leadership, and collaboration (Kahne et al, 2013;Youniss, 2011). The short and long term learning outcomes aimed to increase the youth participants' understanding of and interest in democracy, electoral and legislative processes, and active engagement in relation to civic and community responsibility, including an intention for future electoral participation.…”

The US Presidential Election of 2016 and the Political Socialization of 8th-Graders

“…The deliberate teaching of controversial issues provides students with opportunities to work on public problems and debate social issues (McLeod, Shah, Hess, & Lee, 2010). When teachers teach students about the political process, discuss controversial issues, and provide students with service learning opportunities, students' political and civic engagement increases (Kahne et al, 2013). However, how and when the transmission of civic and political engagement are transmitted is not clear and needs further study (Owen, 2008).…”

“…While the political interest of adults is largely established (Prior, 2010), adolescents' political interest is malleable (Levy, Journell, He, & Towns, 2015;Neundorf, Smets, & García-Albacete, 2013). Adolescents' political interest certainly is influenced by parents Neundorf et al (2013), but classroom activities including discussions (Kahne, Crow, & Lee, 2013;Levy et al, 2016) can also enhance adolescents' political interest and activities.…”

Educating Tomorrow’s Citizens: What Role Can Schools Play?

“…But regardless of what it is called, or how it is delivered in the curriculum, formal learning about citizenship has a positive impact on civic efficacy, participation and knowledge (Niemi, Junn, 2005;Keating et al, 2010;Kahne et al, 2013). …”