Youth citizenship at the end of primary school: the role of language ability

Eidhof, Bram; Dam, G.T.M. ten; Dijkstra, Anne Bert; Werfhorst, Herman G. van de

doi:10.1080/02671522.2016.1167235

Cited by 8 publications

(8 citation statements)

References 46 publications

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“…With the exception of the reflection component, the highest educational level of the mother is significantly related to students' social citizenship competences. This corresponds with previous studies, in which students from a higher social status also have better citizenship knowledge (Isac et al 2014;Ledoux et al 2011;Schulz et al 2017), social skills (Gottfried 2015) and citizenship attitudes (Eidhof, ten Dam, Dijkstra, and van de Werfhorst 2017;Schulz et al 2017). A possible explanation for these results is the intellectual home climate that goes together with the educational level of the parents (Geijsel et al 2012).…”

Section: Discussionsupporting

confidence: 90%

Social citizenship competences of primary school students: does socio-ethnic diversity in the classroom matter?

Schaepmeester

Braak

Aesaert

2021

Globalisation, Societies and Education

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In the current diverse society, young people need a wide scope of social citizenship competences to live with the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to social citizenship competences of sixth grade primary school students. In order to measure students' social citizenship competences, a video-based situational judgement test (skills) and the Citizenship Competences Questionnaire (knowledge, attitudes and reflection) were administered to 791 students in 54 classes in Flanders (the northern part of Belgium). Variables with regard to socio-ethnic classroom diversity are measured by means of a student and parent background questionnaire. A regression analysis with a two-level design at student and classroom level was conducted for each of the four citizenship components. The results of these analyses indicate that differences in students' social citizenship competences are mainly explained by means of variables on student level. Included variables to measure socio-ethnic diversity in the classroom are not significantly related to students' social citizenship competences. Limitations of this study and directions for future research are discussed.

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Section: Discussionsupporting

confidence: 90%

Social citizenship competences of primary school students: does socio-ethnic diversity in the classroom matter?

Schaepmeester

Braak

Aesaert

2021

Globalisation, Societies and Education

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“…Finally, we examine ethnic tolerance. Tolerance is a key value of liberal citizenship, and scholars often emphasise that contemporary multicultural democracies require tolerance of diverse groups (Putnam, ; Knight Abowitz & Harnish, ; Eidhof et al ., ). A prerequisite for democracy is that ‘the rules of the game’ are acknowledged and applied equally (Sullivan et al ., ).…”

Section: Theoretical Frameworkmentioning

confidence: 97%

“…In terms of cognitive skills, general education has a more demanding curriculum than does vocational education. These cognitive skills, notably literacy, are positively related to citizenship competences (Verba et al ., ; Eidhof et al ., ). Moreover, several studies indicate that students in college‐bound general secondary education receive more civic learning opportunities, such as access to government and civics classes, frequency of political discussion, service learning and participation in school councils (Kahne & Middaugh, ; Quintelier, ).…”

Section: Theoretical Frameworkmentioning

confidence: 97%

Type of education and civic and political attitudes

Witschge

Rözer

Werfhorst

2019

British Educational Res J

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In addition to increasing cognitive skills and preparing students for the labour market, one of the core tasks of education is to prepare citizens for participation in democracy. Considering the ideal of democratic equality, it is important to know the degree to which civic outcomes of education are distributed equally. One feature of the education system that can lead to differential civic outcomes is tracking, that is, the sorting of students into different types of education. In this study, we examine the relationship between type of education (general/academic or vocational) and five attitudinal dimensions of civic and political engagement between the ages of 14 and 49 years in the Netherlands. By using panel data from the Netherlands Longitudinal Lifecourse Study (n = 5,312) and applying linear fixed effects models, we can observe the effect of a transition in the type of education on the within-person change in our outcome variables. The findings demonstrate that transitions in the type of education have little effect on intention to vote, trust in institutions or ethnic tolerance. However, students making transitions in general/academic education develop higher levels of interest in politics and generalised trust than do students in vocational education or people outside the education system. This point suggests that general/academic education fosters civic and political participation.

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“…In a democratic society different socialization agents can shape young people's civic values and attitudes. Alongside parents, peers and organizations, schools contribute to this process of attitude and value formation (Gimpel, Lay, and Schuknecht 2003;Flanagan 2013;Neundorf, Smets, and Garcia-Albacete 2013;Langton and Jennings 1968;Eidhof et al 2017;Osler and Starkey 2006;Reichert 2016). They do so through civics courses, extra-curricular activities, service-learning and a democratic school climate (Dijkstra et al 2015;McFarland and Starmanns 2009;Flanagan et al 2014;Claes, Hooghe, and Marien 2012;Kahne and Sporte 2008;Quintelier 2010).…”

Section: Introductionmentioning

confidence: 99%

Deliberation in citizenship education: how the school context contributes to the development of an open classroom climate

2018

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Schools are expected to contribute to preparing students for engaged citizenship. Research shows that open classroom discussions on political issues have a positive effect on political attitudes and behaviour. However, a deeper understanding of why students perceive their classrooms as open for discussion is missing. The purpose of this study is to examine how deliberative democratic theory can be used to explain such perceptions. We argue that the openness of the discussion climate is positively affected on the one hand by a context of good student-teacher relations characterised by fairness and respect and on the other hand, by the level of collective efficacy, which is the perception of responsiveness of the school towards student demands. Using multilevel analyses on the European data of the International Civic and Citizenship Education Study (ICCS 2009), we find that these predictors are significant at the student level and the school level. This means that both the individual experience of a student as well as the average school's score on good student-teacher relations and collective efficacy affect how students perceive the discussion climate. Our findings, based on high-quality survey data from 22 countries, are a significant contribution to clarifying the underlying mechanism leading to an open classroom climate. As such discussions have proven to be an effective way to stimulate political engagement, we conclude that a school context characterised by fairness and responsiveness, should not be overlooked by schools and policy.

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Youth citizenship at the end of primary school: the role of language ability

Cited by 8 publications

References 46 publications

Social citizenship competences of primary school students: does socio-ethnic diversity in the classroom matter?

Social citizenship competences of primary school students: does socio-ethnic diversity in the classroom matter?

Type of education and civic and political attitudes

Deliberation in citizenship education: how the school context contributes to the development of an open classroom climate

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