Review of International Civic and Citizenship Study data analyses of student political efficacy

Kosberg, Eva; Grevle, Tessa Eriksen

doi:10.4337/9781800376953.00029

Cited by 2 publications

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“…Research has illuminated that to enable active participation, it is necessary for schools and their practitioners to have a broader focus than only strengthening civic knowledge. Skills, experiences, attitudes, values, and belief in future participation can be supported by focusing on developing the students' sense of political efficacy, by creating an open classroom climate, and by active participation and experiential learning (Blaskó et al, 2019;Hoskins et al, 2015;Kosberg & Grevle, 2022;Ødegård & Svagård, 2018;Sohl & Arensmeier, 2015;Westheimer, 2015). Although several studies have discussed the teachers' understanding of democracy or pedagogy, the current research study has elucidated which aspects of school life practitioners, who already conscientiously work toward the ambition to strengthen students' opportunity to be active participants in their own everyday school life, identify as challenges and opportunities.…”

Section: Introductionmentioning

confidence: 99%

On a Mission to Break Ground for a More Democratic School System

Grevle

2023

NJCIE

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The importance of building democratic competency in the face of current global challenges cascades down into national curricula. Illustratively, in 2020, Norway introduced a new national curriculum that conveyed an expectation that students should experience a democratic school society in practice. In response to this new curriculum, in 2019, an upper secondary school in Norway decided to embark on a mission to develop and implement a new pedagogical model. The ambition was to increase the students’ sense of codetermination and participation in school, the local community, and society at large. Subsequently, an interdisciplinary pedagogical model has been in development at the school, in which the subject content is organized according to overarching topics. These topics are presented to students as quests called learning missions. Through in-depth interviews with teachers and leaders currently working on developing the new pedagogical method at the school, the current article investigates the challenges and opportunities the participants encountered in this process. The data have been coded through a stepwise deductive-induction method and analyzed using Bernstein’s concepts of classification and frame. The participants identified the inflexible organizational structures of the school—such as the school administrative system, the building, assessments, and the set timetable—as aspects that made it challenging for the school to depart from the dissemination-based approach to education. Inversely, the implementation of interdisciplinary topics in the Norwegian National Curriculum is one example of a structural change that the participants thought had opened up more flexibility. However, the participants experienced that this flexibility was not extended into the regulations controlling how time is spent in school or the assessment forms. Hence the article concludes that structural changes are necessary to enable the growth of pedagogical models that can increase students’ codetermination, active participation, and real-life experiences in schools.

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Section: Introductionmentioning

confidence: 99%

On a Mission to Break Ground for a More Democratic School System

Grevle

2023

NJCIE

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Understanding Gender Inequality in Political Self-Efficacy in Early Adolescents: Different Measures, Different Gender Gaps

Hoskins,

Carrasco

2024

Political Studies Review

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Research has shown a persistent gender gap in political self-efficacy across most Western countries. Nevertheless, the regularity in these findings masks the diversity in the measures used to capture this construct and little reflection has been undertaken on the extent that changing the measures has on the size and the direction of the gender gap. This article tests on students aged 14 in 38 countries using the IEA International Civic and Citizenship Education Study, the extent that self-efficacy in the domain of politics is a unidimensional measure and if different gender gaps can be found between self-efficacy measures capturing partisan politics compared to broader citizenship self-efficacy measures. The findings show that it is only partisan political self-efficacy measures where there is a significant gender gap and where girls are disadvantaged. This is the case for 37 out of 38 countries and robust when controlling for different levels of political knowledge. When a broader measure of citizenship self-efficacy is used, there are much less gender differences, and when there is a significant difference, girls outperform boys in 14 out of 38 countries. These contrary findings are similar in the same study when comparing the measures on interest in politics and interest in social issues.

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Review of International Civic and Citizenship Study data analyses of student political efficacy

Cited by 2 publications

References 0 publications

On a Mission to Break Ground for a More Democratic School System

On a Mission to Break Ground for a More Democratic School System

Understanding Gender Inequality in Political Self-Efficacy in Early Adolescents: Different Measures, Different Gender Gaps

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