Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth

Abstract

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.

“We make a direct impact on people's lives”: Youth empowerment in the context of a youth‐led participatory budgeting project

“…Cushing and van Vliet (2016) noted that official venues may not be the most important participation settings because these reflect mainstream approaches to change. Jagers and colleagues () reported that while youth civic engagement efforts are focused largely on White youth–and typically on formal mechanisms of engagement (Taft & Gordon, )–youth of color are involved in civically oriented efforts to attain justice. Further research is needed to clarify the many venues and opportunities for youth civic engagement and the differential access and empowerment effects on various groups.…”

“…A key finding was the degree to which civic knowledge affects future civic engagement, with African American youth displaying the weakest relationship and White students having a much stronger link between civic knowledge and future civic engagement. Jagers, Lozada, Rivas‐Drake, and Guillaume () report that the efforts of youth civic engagement are largely focused on White youth–and typically on formal mechanisms of engagement (Taft & Gordon, ) and youth of color are involved in civically oriented efforts to attain justice. Research also suggests that marginalized youth contribute greatly when given opportunities to participate (Godfrey & Cohen, ), which strengthens the need for marginalized youth to have access to various forms of civic engagement.…”

Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts

“…For instance, Jagers, Lozada, Rivas‐Drake, and Guillaume () explore the Developmental Designs approach (when it was implemented in an equitable school) and civic engagement with 515 Black and Latino middle school students. When school climates are equitable—educators highlighting students' sense of race, gender, and class equity—and combined with democratic homeroom advisory, classroom practices, there were enhanced civic attitudes after 1 year, identifying novel processes for minority youth related to their positive development.…”

Commentary: Positive Youth Development Goes Mainstream

“…Another intervention—Developmental Designs—studied an equitable school climate and democratic teacher practices (Jagers, Lozada, Rivas‐Drake, & Guillaume, ). This was operationalized as a school in which students had a sense of fairness with regard to race, gender, and class; and it was hypothesized that participating in this intervention would increase civic engagement behaviors, attitudes, and values.…”