The School's Role in Developing Civic Engagement: A Study of Adolescents in Twenty-Eight Countries

Torney‐Purta, Judith

doi:10.1207/s1532480xads0604_7

Cited by 470 publications

(385 citation statements)

References 14 publications

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“…Specifically, school context and academic press, the degree to which other students in the school plan to pursue higher education, contributes to building civic knowledge (Torney-Purta, 2002). Results from the IEA Civic Education study indicate a need to connect the school climate and the social studies curriculum to young adult civic behaviors, including voting and registering to vote.…”

Section: Schooling and Citizenship Educationmentioning

confidence: 99%

Preparing for Citizenship: Immigrant High School Students' Curriculum and Socialization

Callahan¹,

Muller

Schiller

2008

Theory & Research in Social Education

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Immigrant adolescents are one of the fastest growing segments of our population, yet we know little about how schools prepare them for citizenship. Although prior research suggests that high school civics education, academic achievement, and a sense of connection increase political participation in early adulthood, we do not know if these processes apply to immigrant youth. Using longitudinal, nationally representative data from the Adolescent Health and Academic Achievement study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we employ multilevel models to investigate the effects of formal and informal school curricula on early adult voting and registration. We find that children of immigrant parents who take more high school social studies coursework have higher levels of reported voter registration and voting. In addition, attending a high school where students have a greater sense of connection or where parents have more education are important predictors of registration and voting, regardless of immigrant status. Preparing for Citizenship: Immigrant High School Students' Curriculum and SocializationThe American common school emerged in the mid-19th century as a means to prepare and educate an active citizenry for participation in a democratic society. With the rise of the urban center as an immigrant receiving ground, the role of schools in transforming immigrant students into civic participants grew in importance (Tyack, 1974). A historical function of U.S. public schools has been to prepare youth, and immigrant youth in particular, to participate in civic society, to participate in the democratic process in general, and to vote in particular (Cremin, 1951;Goodlad, 1984). According to Census 2000, one in five school-age children is an immigrant, or a child of immigrant parents 1 (Hernandez, © College and University Faculty Assembly of National Council for the Social Studies She can be contacted at: rmcallah@uga.edu. 1 We use the term immigrant to refer to youth who are children of foreign-born parents (either or both parents born outside the United States), encompassing both first-and second generation adolescents. A critical factor in schools' role in civic education relates to parental familiarity with the civic system; both first and second generation youth have foreign-born parents new to the U.S. civic culture. Preliminary analyses found no significant differences in predicting our outcomes for first as opposed to second generation immigrant citizen young adults. NIH Public Access Author ManuscriptTheory Res Soc Educ. Author manuscript; available in PMC 2013 July 25. ; this dramatic increase in the immigrant student population brings the role of schools in preparing students for the democratic process to the forefront. U.S. schools often serve as a social and educational nexus in the community where immigrant students, and even their parents, can come for socialization into the American mainstream (Olsen, 2000). The struggle to balance immigrant students' unique ...

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Section: Schooling and Citizenship Educationmentioning

confidence: 99%

Preparing for Citizenship: Immigrant High School Students' Curriculum and Socialization

Callahan¹,

Muller

Schiller

2008

Theory & Research in Social Education

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“…From this perspective, schools can substantially influence adolescents' political selfefficacy by providing them with opportunities to develop and practice skills that can be used effectively in the political domain (Beaumont, 2010;2011;Torney-Purta, 2002). Kirlin's (2003) review shows that such civic skills involve four major categories: organization (e.g., organizing collective activities), communication (e.g., making speeches or writing letters), collective decision-making (e.g., building consensus), and critical thinking (e.g., formulating positions on public issues).…”

Section: Development Of Political Self-efficacymentioning

confidence: 99%

“…Consistent with the ideas that in youth people are the most open to political learning and their political beliefs remain relatively stable for the rest of their lives (Sears & Levy, 2003), adolescence typically has been considered a crucial period for the development of political efficacy (Beaumont, 2010;Flanagan & Sherrod, 1998). Prominent focus has been given to the role of schools because school experiences usually represent adolescents' first contact with the public realm and serve as a potential model for learning how the broader society works (Amnå & Zetterberg, 2010;Torney-Purta, 2002). This line of research has brought valuable knowledge that helps to understand the role of school in political socialization.…”

Section: Introductionmentioning

confidence: 99%

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Šerek

Macháčková

2017

Applied Developmental Science

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This study examined the effects of school climate (open classroom and positive student relationships) and personality dispositions (shyness and need for cognition) on adolescents' political self-efficacy. Data were collected in 2014 from 1,954 Czech ninth and tenth graders (mean age=15.60). A multilevel analysis showed that school-level political self-efficacy predicted self-efficacy for local politics. However, schools and classrooms were rather homogeneous in terms of students' mean political self-efficacy and also students' selfreported acquisition of civic skills at school. Hence, school characteristics had only limited associations with adolescents' political self-efficacy. At the same time, students' political efficacy had a considerable association with lower shyness and higher need for cognition.These results suggest that the development of political efficacy at school goes beyond simple general influences of school environment and individual differences between students must be considered.

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“…El grado de interés político en jóvenes y adolescentes se ha medido tradicionalmente no sólo por el nivel de participación de estos en partidos y compañas políticas -mismos criterios que sus pares adultos (Hooge and Wilkenfeld, 2008)-, sino también por su grado de implicación en actividades cívicas (Torney-Purta, 2002). En nuestro estudio, pese a que el grado de implicación en actividades cívicas también ha sido incluido en la encuesta, se toman como referencia las cuestiones que permiten incluir la intención declarada de interés político del conjunto de los encuestados, para poder contrastarla con la utilización que hacen de dispositivos y fuentes de información.…”

Section: Metodologíaunclassified

Participación Política, Medios de Comunicación y Redes Sociales en los Adolescentes Catalanes

Baselga

Aguilar

Sánchez

2017

RISE

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The School's Role in Developing Civic Engagement: A Study of Adolescents in Twenty-Eight Countries

Cited by 470 publications

References 14 publications

Preparing for Citizenship: Immigrant High School Students' Curriculum and Socialization

Preparing for Citizenship: Immigrant High School Students' Curriculum and Socialization

Role of school climate and personality in the development of Czech adolescents’ political self-efficacy

Participación Política, Medios de Comunicación y Redes Sociales en los Adolescentes Catalanes

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