Youth Civic Development: Implications of Research for Social Policy and Programs

Flanagan, Constance A.; Faison, Nakesha

doi:10.1037/e640322011-002

Cited by 125 publications

(107 citation statements)

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“…Research by Flanagan and Faison (2001) explored the problem of getting students to link community service to political participation. Students believed that they could make a difference by volunteering but did not feel they could have an impact politically.…”

Section: Discussionmentioning

confidence: 99%

“…The unique nature of rural schools and communities (Cotton, 1996;Flanagan & Faison, 2001: Ronan Herzog & Pittman, 1995 may have given rise to some interesting ideas regarding these students' conceptions of citizenship. The students live in areas that may be either adjacent to or separated from urban centers, with less than 2500 people living within a school district with a population density of less than 1,000 inhabitants per square mile (U.S. Census Report, 2000).…”

Section: Rural Students and Perceptions Of Citizenshipmentioning

confidence: 97%

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Good Citizenship: What Students In Rural Schools Have To Say About It

Martin

Chiodo

2007

Theory & Research in Social Education

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Political events both in the United States and around the world have led to a resurgence of interest in citizenship education. With this in mind, we conducted a study in rural schools to determine the perceptions of eighth and eleventh grade students regarding citizenship. We wanted to find out what rural students believe are the attributes of a good citizen; what activities they are currently participating in that are related to good citizenship; and what citizenship activities they see themselves performing ten years later in life. The results of the study indicate that students' views of citizenship were grounded in community service or what we consider civic engagement, rather than in political engagement. For these students, voting and holding political office belonged in the future; their focus was on the present. Therefore, we suggest that the concept of citizenship may be age-appropriate -that is, students function as citizens within the limitations of their age and their environment. Consequently, while they do not have full rights and responsibilities under the law, students participate in activities that constitute being a good citizen, and these activities may lead to various forms of political engagement in the future.

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Section: Discussionmentioning

confidence: 99%

Section: Rural Students and Perceptions Of Citizenshipmentioning

confidence: 97%

Good Citizenship: What Students In Rural Schools Have To Say About It

Martin

Chiodo

2007

Theory & Research in Social Education

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“…While many youth have few opportunities for civic engagement (Flanagan and Faison 2001;Honig et al 2001), a growing body of research has examined the potential role of increasing student voice in schools. Called a variety of names including student participation, active citizenship, youth leadership, and youth empowerment, the concept of student voice describes the many ways in which youth have opportunities to share in the school decisions that will shape their lives and the lives of their peers (Fielding 2001;Goodwillie 1993;Levin 2000).…”

Section: Introductionmentioning

confidence: 98%

Balancing power in communities of practice: An examination of increasing student voice through school-based youth–adult partnerships

Mitra

2008

J Educ Change

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This article examines how power imbalances influence the formation of student voice initiatives, which are defined as school-based youth-adult partnerships that consist of youth and adults contributing to decision making processes, learning from one another, and promoting change. Using the concept of community of practice as a lens, the paper examines the ways in which power influences the mutual engagement, shared repertoire, and joint enterprise of youth-adult partnerships. Specifically, the study finds that the following strategies can strengthen student voice initiatives: building meaningful roles based upon mutual responsibility and respect among all members; developing shared language and norms, and developing joint enterprises aimed at fostering voices that have previously been silenced from decision making and knowledge-building processes.

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“…There is also evidence that a large number of students stay engaged while in college, believe there are positive personal and societal outcomes associated with engagement, and want to take classes in which engagement takes place (Flanagan & Faison, 2001). Therefore, institutions have a significant pool of willing students who want to stay engaged throughout their college years and beyond.…”

Section: Student Empowermentmentioning

confidence: 94%

A Model for Creating Engaged Land-Grant Universities: Penn State’s Engagement Ladder Model

Aronson

Webster

2006

Innov High Educ

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The original mission of the state and land-grant university was to engage with communities to solve problems and improve the quality of life for the citizenry. Today most state and land-grant universities have moved far away from their original mission and are struggling to become engaged with the communities they serve. In this case study, we highlight some of the steady progress toward engagement that has recently occurred at The Pennsylvania State University. We catalogue how strong vision and leadership; infrastructure reorganization; and the active involvement of faculty, students, and community partners have revitalized the land-grant mission at Penn State.

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Youth Civic Development: Implications of Research for Social Policy and Programs

Cited by 125 publications

References 0 publications

Good Citizenship: What Students In Rural Schools Have To Say About It

Good Citizenship: What Students In Rural Schools Have To Say About It

Balancing power in communities of practice: An examination of increasing student voice through school-based youth–adult partnerships

A Model for Creating Engaged Land-Grant Universities: Penn State’s Engagement Ladder Model

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