The Effects of Economics Instruction in Early Adolescence

Ingels, Steven J.; O’Brien, Mary Utne

doi:10.1080/00933104.1988.10505571

Cited by 6 publications

(4 citation statements)

References 24 publications

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“…Disrupting power structures and the status quo would be difficult to do given the belief in “equality under the market.” Moreover, homogenization of thought may be a result of the high degree of standardization among economics curricula. Ingels and O'Brien (1988) found that economics majors were “less likely to be critical of the distributive status quo” than others (p. 283). In economics, students are to work within the given structure, not disrupt, change, or challenge it.…”

Section: Discussion: Standing Apart Standing Alone?mentioning

confidence: 99%

“…Economics education materials seem to be highly vocabulary-driven (Gans, 2015), lacking in “direct connection to any aspect of civic participation” other than conceptual fluency (Crowley & Swan, 2018, p. 2). These attributes may be contributing to economics students’ disproportionate disinclination to support legislated solutions and government spending when compared to other social science disciplines (Allgood et al, 2012; Ingels & O'Brien, 1988).…”

Section: Relationship With Social Studiesmentioning

confidence: 99%

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Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Adams

2022

The Journal of Social Studies Research

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The article investigates the contentious relationship between economics and social studies and considers the extent to which the dominant narratives and methodological approaches in economics are compatible with ambitious views of equity in civics education. Tensions between social studies and economics are described. These include differing views on the role of government, democracy, and equality, as well as economics' "imperious mindset" (Heilbroner, 1991, p. 463). After identifying these tensions, the article devotes significant space to recent scholarship that can bridge the civics-economics divide and introduce the kind of equity work being called for in social studies education.

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Section: Discussion: Standing Apart Standing Alone?mentioning

confidence: 99%

Section: Relationship With Social Studiesmentioning

confidence: 99%

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Adams

2022

The Journal of Social Studies Research

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“…The reliabilities of the Economic Values Inventory subscales are acceptable, with the exceptions of positive business role and price controls. However, given that the subscales were derived by O'Brien and Ingels (1987) and have been used in most previous research with the Economic Values Inventory (e.g., Furnham, 1987;Ingels & O'Brien, 1988;Leiser & Ganin, 1996), they were maintained in the present study with minimal modification. Feagin's (1975) Explanations for Poverty scale comprises 11 reasons why poverty may exist.…”

Section: Surveymentioning

confidence: 99%

Self‐Interest, Economic Beliefs, and Political Party Preference in New Zealand

Allen¹,

2000

Political Psychology

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This study explored the associations among income level, economic beliefs, and political party preference in terms of self-interest and ideological theories of party preference. Results from a survey of 487 New Zealand voters showed that the income levels and economic beliefs of supporters of the four major parties were organized along a single dimension: ACT supporters had the highest income and strongest neoliberal economic beliefs, followed closely by National supporters, whereas Alliance supporters had the lowest income and strongest welfare-state economic beliefs, followed by Labour supporters. However, the prediction of party preference from income and economic beliefs showed a different pattern: Income significantly predicted support for ACT, National, and Alliance; economic beliefs had the strongest influence on National and Labour support; and economic beliefs interacted with income to influence ACT and National support, but not Labour and Alliance support. The results suggest that voters who have gained or lost the most from the implementation of neoliberal policies-in this case, those with the highest and lowest incomes (i.e., ACT and Alliance supporters), respectively-form political party preference mainly from economic self-interest, whereas middle-income voters (i.e., National and Labour supporters) form party preference from ideological congruence. Moreover, higher status individuals may be more likely to use ideology to express self-interested motivation.Empirical work on how people's concerns about the economy affect their political party preferences generally takes one of two theoretical approaches. Some researchers believe that people choose the party that will improve their economic

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“…Recent studies contend that the teaching of Economics can contribute to the creation of reflective and active citizens (Adams, 2019a; cf. Ingels and O’brien, 1988). Economics has four (4) outcomes that are geared towards citizenship education.…”

Section: Introductionmentioning

confidence: 99%

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

Dizon

2022

Citizenship, Social and Economics Education

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This study describes the integration of citizenship education into the K to 12 Junior High School Economics curriculum in the Philippines. Content analysis of the 2016 Curriculum Guide Learning Competencies (CGLCs) and 2020 Most Essential Learning Competencies (MELCs) for Social Studies was conducted to determine the alignment of the Economics curriculum with liberal individualist and civic republican conceptions of citizenship. Gaps that need to be addressed in the alignment of Economics learning competencies with citizenship education were explicated. Results of the study show that the Junior High School Economics curriculum integrates liberal individualist and civic republican conceptions of citizenship. However, civic-oriented outcomes like wastong pagbabayad ng buwis (correct payment of taxes) and bayanihan spirit (communal unity) need to be explicitly stated to ensure that these essential outcomes will not be missed out in the unpacking of the learning competencies.

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The Effects of Economics Instruction in Early Adolescence

Cited by 6 publications

References 24 publications

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

Self‐Interest, Economic Beliefs, and Political Party Preference in New Zealand

Citizenship Education in the K to 12 Junior High School Economics Curriculum in the Philippines: A Content Analysis

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