Although specific definitions and approaches vary, social studies generally involves some form of citizenship education conducive to promoting the greater good of society. Such education is limited neither to academic subjects nor to formal educational processes. In addition to learning the discipline's body of knowledge, citizenship education also requires development of an ethic of caring and community, increased capacity for social criticism and self-reflection, identification with a broader cross-section of others, and greater commitment to acting on the basis of one's understandings and convictions. Although informed by academic study, such development is perhaps most influenced by everyday social interaction. This report, based upon a middle school ethnography, examines the influence of social interaction on citizenship education. Particular attention is focused on the ways the experiences of "mainstream" middle school students can be used to promote self-development for the greater good of society. Contains 41 references. (Author/JAG)