Does civic education for young people increase political participation? A systematic review

Manning, Nathan; Edwards, Kathy

doi:10.1080/00131911.2013.763767

Cited by 92 publications

(45 citation statements)

References 24 publications

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“…Eurydice, 2012;Schulz et al, 2010;Van de Werfhorst, 2014). Empirical research on the effect of citizenship education shows that formal education can indeed affect adolescents' knowledge of and attitudes towards democracy (Geboers et al, 2015;Isac, Maslowski, Creemers, & Van der Werf, 2013;Manning & Edwards, 2014). Citizenship attitudes can, in particular, be fostered by a democratic classroom climate where students are encouraged to discuss political issues (Campbell, 2008;Fjeldstad & Mikkelsen 2003;Torney-Purta, Lehmann, Oswald, & Schulz, 2001), a formal curriculum that includes specific citizenship courses (Feldman et al 2007;Galston, 2001;McDevitt & Kiousis, 2007;Yang & Chung, 2009) and extracurricular activities in combination with systematic reflection (e.g.…”

Section: Can School Compensate For Social Inequality?mentioning

confidence: 99%

Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship

Nieuwelink

Dekker

Dam

2018

Cambridge Journal of Education

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Studies show that adolescents who follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. This study focuses on how adolescents from different educational tracks evaluate the various possibilities to experience democracy in daily life, and whether school is compensating for any difference therein. Data were gathered by interviewing 40 adolescents at two points in time (eighth and tenth grade). The results suggest that, especially in the later phase of secondary education, according to the experiences of adolescents it is apparent that school exacerbates instead of decreases social differences in society. Those in the higher educational track more often than those in the lower track experience having discussions and being encouraged to be socially and politically engaged. Opportunities for teachers and for citizenship education to strengthen democratic socialisation on both educational tracks are discussed.

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Section: Can School Compensate For Social Inequality?mentioning

confidence: 99%

Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship

Nieuwelink

Dekker

Dam

2018

Cambridge Journal of Education

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“…Adolescence can be a vital stage in life to shape individuals' long-term participatory habits (Chan, Ou, & Reynolds, 2014;Jennings & Stoker, 2004;McAdam, 1988), so examining how to strengthen political engagement among youth could provide valuable insights. There are many programs that aim to foster political engagement among youth-some more successful than others (Levy, Solomon, & Collet-Gildard, 2016;Manning & Edwards, 2014), so research into the attitudes that are most central for such development could help these programs achieve their goals.…”

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confidence: 99%

Motivating Political Participation Among Youth: An Analysis of Factors Related to Adolescents’ Political Engagement

Levy

Akiva

2019

Political Psychology

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Prior research has identified political efficacy and political interest as strong predictors of political participation, but few studies have examined these two attitudes in tandem or compared their relative importance vis‐à‐vis political participation. Drawing on the expectancy‐value model of motivation, we begin to address this research gap while also considering several related issues. Our sample includes a diverse group of high school students in grades 10, 11, and 12 (N = 422) from the midwestern United States. Through quantitative analyses of participants’ survey data, we found that political interest (a central aspect of value) and political efficacy (closely related to expectancy) predicted participants’ expected future political participation, controlling for background characteristics—and that political interest was a particularly strong predictor. In addition, we identified political‐engagement differences on various demographic measures, such as grade level. We also found a significant interaction between political interest and internal political efficacy, suggesting that high levels of both attitudes can have an especially positive effect on adolescents’ political participation. We discuss the implications of these findings for researchers and educators interested in fostering political engagement among youth.

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“…Meta analyses have studied the potential effects of more than one type of social justice education or related experience, yet few have looked systematically at the impact of different social justice education pedagogies (Bowman, 2011;Manning & Edwards, 2014). Our research design addressed these limitations by including three distinct social justice course types, a comparison group, and preand posttests to measure change between the beginning and end of each semester-long course.…”

mentioning

confidence: 99%

The Comparative Impacts of Social Justice Educational Methods on Political Participation, Civic Engagement, and Multicultural Activism

Krings

Austic

Gutiérrez

et al. 2015

Equity & Excellence in Education

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Does civic education for young people increase political participation? A systematic review

Cited by 92 publications

References 24 publications

Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship

Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship

Motivating Political Participation Among Youth: An Analysis of Factors Related to Adolescents’ Political Engagement

The Comparative Impacts of Social Justice Educational Methods on Political Participation, Civic Engagement, and Multicultural Activism

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