Student perceptions of support for civic identity development and identity exploration in a discussion-based U.S. government course

Abstract

Undergirded by theories of civic identity development, transformative pedagogies, and the promotion of identity exploration in the academic curriculum, this qualitative study examines five high school students’ perceptions of support for their civic identity development and identity exploration within a twelfth-grade Advanced Placement (AP) U.S. Government course. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed individual and cross-case analysis. The findings of this study indicate that the frequent use of discussion-based practices is supportive of identity exploration for students in different statuses of civic identity. All participants perceived support from their AP U.S. Government teacher and all perceived unique value in various class activities. The role of the instructor as an intentional agent for civic identity development and adolescent identity exploration is considered.

Influence of Historical Education on the Formation of Civic Identity of University Students in the Learning Process

“…According to Denney (2021), personal identity can contribute to the development of civic identity in adolescents and increase commitment to their community and awareness of social responsibility. The scholar also believes that the discussion of social problems among students can stimulate the development of critical thinking and enhance their motivation for civic engagement (Denney, 2021).…”

“…According to Denney (2021), personal identity can contribute to the development of civic identity in adolescents and increase commitment to their community and awareness of social responsibility. The scholar also believes that the discussion of social problems among students can stimulate the development of critical thinking and enhance their motivation for civic engagement (Denney, 2021). Ballard et al (2021) claim that young people participating in high-quality development programs, such as citizenship training programs, social programs that strengthen their social ties, or programs that encourage their participation in the community and public life, significantly increase their civic engagement skills (Ballard et al, 2021).…”

“…Fraga and Holbein (2018) argue that civic education has a positive effect on students' participation in civic activities and contributes to the development of their civic identities through voting, participation in social events, and community work (Fraga, Holbein, 2018). Johnson (2017) emphasizes the importance of the education system which has the potential to influence the civic and social participation of students.…”

Fostering Engagement, Reflexivity, and 21st-Century Skills in Middle School: A Pilot Collaborative Action Research on Identity Formation with Adolescent Co-Researchers

“…Figure 5 describes the two cycles that made up our journey: the first one, from October 2021 to January 2022, paved the way for the actual action research cycle, from February to July 2022. Facilitating identity exploration is one of the roles of the school (Denney 2022;Flum and Kaplan 2012;Roeser et al 2000). While all the participants were not equally involved Facilitating identity exploration is one of the roles of the school (Denney 2022;Flum and Kaplan 2012;Roeser et al 2000).…”

“…Facilitating identity exploration is one of the roles of the school (Denney 2022;Flum and Kaplan 2012;Roeser et al 2000). While all the participants were not equally involved Facilitating identity exploration is one of the roles of the school (Denney 2022;Flum and Kaplan 2012;Roeser et al 2000). While all the participants were not equally involved in the discussions, each one expressed their appreciation of the framework provided by the project.…”