Multicultural students and civic education: A qualitative analysis of multicultural graduate college students' experiences of civic engagement

Kokoza, Ganna

doi:10.31274/etd-180810-2513

Cited by 1 publication

(1 citation statement)

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“…The above-mentioned empirical research privileges the use of civic engagement for the upbringing of informed and socially responsible citizens as well as emphasises its benefits for student retention and development. However, the majority of studies on civic engagement in higher education are based on statistical data which do not give a clear idea as to how students actually experience civic engagement, what motivates them to get civically engaged in the first place and what they learn as a result of their civic participation (Kokoza, 2013). As civic engagement takes a more prominent place in both institutional missions and pedagogical scholarship in Ukraine, we believe it is important to incorporate students' voices into the current narrative of civic education.…”

Section: Literature Reviewmentioning

confidence: 99%

CIVIC EDUCATION IN UKRAINE: A QUALITATIVE STUDY OF STUDENTS’ EXPERIENCES OF CIVIC ENGAGEMENT (on the example of Kyiv National Linguistic University)

Sieriakova

Kokoza

2019

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The formation of informed, socially responsible professionals and citizens is the prime goal of education in Ukraine. To that end, the Law on Education of Ukraine obliges the state to create conditions for civic engagement of students. While quantitative studies on the subject put a compelling argument about the benefits of civic engagement for promoting participatory democracy and enhancing students' analytical and communication skills, there is scant knowledge of how students actually understand and experience it. The article makes an attempt to address this issue. Drawing on the qualitative methodology and a development triad motivationactivity-outcome, it studies civic engagement experiences of students of Kyiv National Linguistic University. The majority of respondents associate civic engagement with volunteering, political activity and the notion of active citizenship. Students who participated in civic-related activities in the hope of a better grade (extrinsic motivation) reported learning next to nothing from their participation. Conversely, students who took part in such activities for personal reasons (intrinsic motivation) reported improvement of their communication and teamwork skills. Participants struggled to describe the wider impact of their civic engagement due to the lack of reflection. Based on the results of the study, we propose a tertiary model for structuring civic engagement opportunities in a university setting to enhance students' experience.

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Section: Literature Reviewmentioning

confidence: 99%