ERIC Number: EJ1147166
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Classroom and School Predictors of Civic Engagement among Black and Latino Middle School Youth
Jagers, Robert J.; Lozada, Fantasy T.; Rivas-Drake, Deborah; Guillaume, Casta
Child Development, v88 n4 p1125-1138 Jul-Aug 2017
This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color.
Descriptors: Longitudinal Studies, Democratic Values, Equal Education, School Culture, Citizen Participation, Student Attitudes, Student Behavior, African American Students, Hispanic American Students, Middle School Students, Classroom Techniques, Scores, Correlation, Minority Group Students, Predictor Variables
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A