Pub Date : 2022-10-16DOI: 10.1177/17461979221130844
M. Brennan, P. Dolan, Alan Smith
Historically major social movements seeking change, equality, and social justice have been driven by youth. In more recent decades, youth have been at the forefront of challenging the social, political, and ethical blind spots of their age. Continuing the historical role of youth in facilitating social change, their relevance is particularly important today. Much like past movements, in recent years youth have continued to advance the human condition in existing and new, critical directions. Nonetheless, direct youth engagement in social change is far from encouraged, and has declined, especially in situations that question the prevailing social, political, economic, and other ideologies. Youth are also easily dismissed as being idealistic, ill-informed, and unrealistic in their calls for social justice. In most settings, youth are treated as adults in waiting with little voice or ownership over efforts that impact society. In this special issue, and in direct contrast to the scenario outlined above, we seek to present a series of theoretical, empirical, and policy/practice related articles surrounding youth citizenship and action in the context of advancing social justice. Such engagement places youth at the forefront of both grassroots youth lead change and adult led youth engagement as a mechanism for systemic change.
{"title":"Introduction: Placing youth at the forefront of active citizenship for social justice","authors":"M. Brennan, P. Dolan, Alan Smith","doi":"10.1177/17461979221130844","DOIUrl":"https://doi.org/10.1177/17461979221130844","url":null,"abstract":"Historically major social movements seeking change, equality, and social justice have been driven by youth. In more recent decades, youth have been at the forefront of challenging the social, political, and ethical blind spots of their age. Continuing the historical role of youth in facilitating social change, their relevance is particularly important today. Much like past movements, in recent years youth have continued to advance the human condition in existing and new, critical directions. Nonetheless, direct youth engagement in social change is far from encouraged, and has declined, especially in situations that question the prevailing social, political, economic, and other ideologies. Youth are also easily dismissed as being idealistic, ill-informed, and unrealistic in their calls for social justice. In most settings, youth are treated as adults in waiting with little voice or ownership over efforts that impact society. In this special issue, and in direct contrast to the scenario outlined above, we seek to present a series of theoretical, empirical, and policy/practice related articles surrounding youth citizenship and action in the context of advancing social justice. Such engagement places youth at the forefront of both grassroots youth lead change and adult led youth engagement as a mechanism for systemic change.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"205 - 209"},"PeriodicalIF":0.6,"publicationDate":"2022-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45076794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.1177/17461979221123014
Jennifer Grace, Felix Simieou, Renée E. Lastrapes, John M. Decman
Using a Critical Race framework, researchers conducted semi-structured interviews to explore how educational leaders across Texas have made meaning of the impact of George Floyd on their practices. Findings from this study add to the literature by examining administrators’ reflections on race, racism, and their impact on their approaches to leadership. The four of the most prominent themes that emerged from this qualitative study, including Increased Critical Self Awareness and Reflection, Critical Awareness Influencing Decision Making, Disconnect Between What is Known, What is said, and What is practiced, and Racial Battle Fatigue. Despite the resolute and rampant backlash against Critical Race Theory, the findings from this study underscore its relevance to education. Implications of these findings beseech educational leaders and policymakers to consider implementing professional development and accountability measures that center race in educational equity.
{"title":"Confronting the racism boogeyman: Educational leaders make meaning of the impact of George Floyd","authors":"Jennifer Grace, Felix Simieou, Renée E. Lastrapes, John M. Decman","doi":"10.1177/17461979221123014","DOIUrl":"https://doi.org/10.1177/17461979221123014","url":null,"abstract":"Using a Critical Race framework, researchers conducted semi-structured interviews to explore how educational leaders across Texas have made meaning of the impact of George Floyd on their practices. Findings from this study add to the literature by examining administrators’ reflections on race, racism, and their impact on their approaches to leadership. The four of the most prominent themes that emerged from this qualitative study, including Increased Critical Self Awareness and Reflection, Critical Awareness Influencing Decision Making, Disconnect Between What is Known, What is said, and What is practiced, and Racial Battle Fatigue. Despite the resolute and rampant backlash against Critical Race Theory, the findings from this study underscore its relevance to education. Implications of these findings beseech educational leaders and policymakers to consider implementing professional development and accountability measures that center race in educational equity.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44740510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.1177/17461979221123011
M. Walker
The paper contributes to current debates about decolonising curriculum and advancing corresponding ‘humanness pedagogies’ in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building universities which benefit communities and societies. It is proposed that epistemic justice capabilities are foundational to decolonising curriculum and foundational for pedagogies which mediate disciplinary content and the dismantling of comparative inequalities among students in order to foster humanness. The capabilitarian framework seeks to secure the expanded wellbeing, co-flourishing and agency of all, in this case in and through higher education and a quality, decolonising curriculum oriented to an ecology of knowledges and a generous, inclusive humanity. The paper concludes with suggestions regarding a way forward to dismantle an exclusionary ‘epistemic line’ and associated oppressions.
{"title":"A capabilitarian approach to decolonising curriculum","authors":"M. Walker","doi":"10.1177/17461979221123011","DOIUrl":"https://doi.org/10.1177/17461979221123011","url":null,"abstract":"The paper contributes to current debates about decolonising curriculum and advancing corresponding ‘humanness pedagogies’ in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building universities which benefit communities and societies. It is proposed that epistemic justice capabilities are foundational to decolonising curriculum and foundational for pedagogies which mediate disciplinary content and the dismantling of comparative inequalities among students in order to foster humanness. The capabilitarian framework seeks to secure the expanded wellbeing, co-flourishing and agency of all, in this case in and through higher education and a quality, decolonising curriculum oriented to an ecology of knowledges and a generous, inclusive humanity. The paper concludes with suggestions regarding a way forward to dismantle an exclusionary ‘epistemic line’ and associated oppressions.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48131781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-27DOI: 10.1177/17461979221115796
Robert Martinelle, Christopher C. Martell, Jennifer Chalmers-Curren
In this interpretative case study, the researchers examined the democratic and multicultural beliefs and related practices of 11 preservice social studies teachers in the northeastern United States. They collected interview, observation, and classroom artifact data throughout the participants’ teacher preparation experience. Using Banks’s typology of citizenship as the theoretical framework, this study found: (1) Most of the participants had clear definitions of democratic citizenship, but only a few had a specific focus on critical multiculturalism. (2) Participants with strong content knowledge and social justice beliefs were better able to enact classroom-based multicultural democratic education. This study illuminates the need to prepare beginning teachers to teach for a multicultural view of democratic citizenship through building on their prior beliefs and supporting their use of justice-oriented practice.
{"title":"Teaching for transformative citizenship: A study of preservice social studies teachers’ developing beliefs and practices","authors":"Robert Martinelle, Christopher C. Martell, Jennifer Chalmers-Curren","doi":"10.1177/17461979221115796","DOIUrl":"https://doi.org/10.1177/17461979221115796","url":null,"abstract":"In this interpretative case study, the researchers examined the democratic and multicultural beliefs and related practices of 11 preservice social studies teachers in the northeastern United States. They collected interview, observation, and classroom artifact data throughout the participants’ teacher preparation experience. Using Banks’s typology of citizenship as the theoretical framework, this study found: (1) Most of the participants had clear definitions of democratic citizenship, but only a few had a specific focus on critical multiculturalism. (2) Participants with strong content knowledge and social justice beliefs were better able to enact classroom-based multicultural democratic education. This study illuminates the need to prepare beginning teachers to teach for a multicultural view of democratic citizenship through building on their prior beliefs and supporting their use of justice-oriented practice.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The situation of oppression and discrimination of Roma people is a fact that can be observed in many research studies. This is in conjunction with segregation and unequal educational conditions for Roma students, which do not seem to improve despite economic investment and specific intervention programmes. We understand that these situations are ever-present and structural in our society and that they segregate and exclude and become cultural, social and educational barriers for Roma students to successfully continue their academic careers until they reach university. The aim of this study was to understand the views of Roma students at a university in the south of Spain regarding the factors that had enabled them to overcome the initial difficulties they had faced during primary and secondary education, and which had acted as protective factors against educational exclusion. We have included quantitative data through the use of questionnaires, and qualitative data through the use of interviews. The results suggest that these factors are diverse, intersecting and are not mutually exclusive. Family and teacher support and the presence of a non-segregated environment, as well as personal motivation and self-awareness, are key factors. A relevant finding has been the flexibility of cultural reference models that have allowed them to navigate the exclusionary structures of the school.
{"title":"What makes them thrive? Protective factors for the academic success of Roma university students: A case study","authors":"Beatriz Gallego-Noche, Cristina Goenechea-Permisán","doi":"10.1177/17461979221123009","DOIUrl":"https://doi.org/10.1177/17461979221123009","url":null,"abstract":"The situation of oppression and discrimination of Roma people is a fact that can be observed in many research studies. This is in conjunction with segregation and unequal educational conditions for Roma students, which do not seem to improve despite economic investment and specific intervention programmes. We understand that these situations are ever-present and structural in our society and that they segregate and exclude and become cultural, social and educational barriers for Roma students to successfully continue their academic careers until they reach university. The aim of this study was to understand the views of Roma students at a university in the south of Spain regarding the factors that had enabled them to overcome the initial difficulties they had faced during primary and secondary education, and which had acted as protective factors against educational exclusion. We have included quantitative data through the use of questionnaires, and qualitative data through the use of interviews. The results suggest that these factors are diverse, intersecting and are not mutually exclusive. Family and teacher support and the presence of a non-segregated environment, as well as personal motivation and self-awareness, are key factors. A relevant finding has been the flexibility of cultural reference models that have allowed them to navigate the exclusionary structures of the school.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47799919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-04DOI: 10.1177/17461979221084109
H. Mennes, H. G. van de Werfhorst, A. Dijkstra, A. Munniksma
In preparing generations for the future, schools fulfill a qualification and a civic task: providing youngsters knowledge and skills for the labor market, and equipping them to navigate democracy and society. Little research has considered how schools combine these tasks, particularly in relation to schools’ student composition in terms of socioeconomic (dis)advantages across vocational and academic tracks, the focus of this study. By means of a unique, combined dataset, qualification and civic outcome indicators of 101 Dutch secondary schools were examined. Results showed that schools’ qualification and civic outcomes were more positively related in academic than in vocational tracks, possibly informed by schools’ student composition: the role of student composition was stronger in academic than vocational tracks for both qualification and civic outcomes. This is discussed in relation to schools’ role in mitigating versus reproducing societal inequalities.
{"title":"Are schools’ qualification and civic outcomes related? The role of schools’ student composition and tracking","authors":"H. Mennes, H. G. van de Werfhorst, A. Dijkstra, A. Munniksma","doi":"10.1177/17461979221084109","DOIUrl":"https://doi.org/10.1177/17461979221084109","url":null,"abstract":"In preparing generations for the future, schools fulfill a qualification and a civic task: providing youngsters knowledge and skills for the labor market, and equipping them to navigate democracy and society. Little research has considered how schools combine these tasks, particularly in relation to schools’ student composition in terms of socioeconomic (dis)advantages across vocational and academic tracks, the focus of this study. By means of a unique, combined dataset, qualification and civic outcome indicators of 101 Dutch secondary schools were examined. Results showed that schools’ qualification and civic outcomes were more positively related in academic than in vocational tracks, possibly informed by schools’ student composition: the role of student composition was stronger in academic than vocational tracks for both qualification and civic outcomes. This is discussed in relation to schools’ role in mitigating versus reproducing societal inequalities.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"2 15","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41251311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1177/17461979221114552
R. Zuzovsky, Ainat Guberman, Marcel Amasha
This study explores how teacher educators promoted Israeli Arab student teachers’ civic engagement through a multifaceted service-learning program. They worked on a project named ‘Challenges’ that supported service-learning, and provided knowledge about societal issues and Palestinian heritage. Qualitative interviews were conducted with 17 teacher educators. Additionally, 1608 freshmen students answered a questionnaire about their level of agreement with different reasons for, and objections to, volunteering, which was used as a measure of civic engagement. Among the students, 853 participated in the project, and 755 were not exposed to it yet. Scholarships were awarded to 399 students for their service and 109 expected one. Working as a team, the teacher educators achieved a system-wide change within the Arab teacher education curriculum. Participating students’ knowledge and civic engagement increased. Their level of agreement with reasons for volunteering was higher than that of students who were not exposed to the project yet and were not expecting a scholarship.
{"title":"Citizenship education to promote civic engagement among Arabic speaking student teachers in Israel","authors":"R. Zuzovsky, Ainat Guberman, Marcel Amasha","doi":"10.1177/17461979221114552","DOIUrl":"https://doi.org/10.1177/17461979221114552","url":null,"abstract":"This study explores how teacher educators promoted Israeli Arab student teachers’ civic engagement through a multifaceted service-learning program. They worked on a project named ‘Challenges’ that supported service-learning, and provided knowledge about societal issues and Palestinian heritage. Qualitative interviews were conducted with 17 teacher educators. Additionally, 1608 freshmen students answered a questionnaire about their level of agreement with different reasons for, and objections to, volunteering, which was used as a measure of civic engagement. Among the students, 853 participated in the project, and 755 were not exposed to it yet. Scholarships were awarded to 399 students for their service and 109 expected one. Working as a team, the teacher educators achieved a system-wide change within the Arab teacher education curriculum. Participating students’ knowledge and civic engagement increased. Their level of agreement with reasons for volunteering was higher than that of students who were not exposed to the project yet and were not expecting a scholarship.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43620348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1177/17461979221114549
D. Deimel, Katrin Hahn-Laudenberg, J. Ziemes, H. Abs
Through civic education and social interactions at school, students are able to develop more or less political knowledge and trust in political institutions. Both precede intended electoral participation. However, it is disputed whether the relationship between political knowledge, trust, and intended participation is consistent across countries. We analyze data from the International Civic and Citizenship Education Study 2016 that consist of representative subsamples for 14-year-old students ( N = 14,567) in Bulgaria, Croatia, Denmark, and Germany (North Rhine-Westphalia). A structural equation model approach reveals that both political knowledge and trust in political institutions contribute to explaining variation in adolescents’ intended electoral participation. The effect of political knowledge is partly mediated by trust, which in turn is negatively associated with political knowledge in Bulgaria and Croatia and positively in Denmark and Germany (NRW). These results are discussed in the light of country-specific differences in the political context of civic education.
{"title":"Civic education and social interactions at school as drivers of intended electoral participation: Similarities and differences in four European school systems","authors":"D. Deimel, Katrin Hahn-Laudenberg, J. Ziemes, H. Abs","doi":"10.1177/17461979221114549","DOIUrl":"https://doi.org/10.1177/17461979221114549","url":null,"abstract":"Through civic education and social interactions at school, students are able to develop more or less political knowledge and trust in political institutions. Both precede intended electoral participation. However, it is disputed whether the relationship between political knowledge, trust, and intended participation is consistent across countries. We analyze data from the International Civic and Citizenship Education Study 2016 that consist of representative subsamples for 14-year-old students ( N = 14,567) in Bulgaria, Croatia, Denmark, and Germany (North Rhine-Westphalia). A structural equation model approach reveals that both political knowledge and trust in political institutions contribute to explaining variation in adolescents’ intended electoral participation. The effect of political knowledge is partly mediated by trust, which in turn is negatively associated with political knowledge in Bulgaria and Croatia and positively in Denmark and Germany (NRW). These results are discussed in the light of country-specific differences in the political context of civic education.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44774017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1177/17461979221114551
Matthew Milliken, Alan Smith
Twenty years ago, Northern Ireland’s previously prominent presence in the headlines of the yellow press dwindled to virtual non-existence. As the region’s three-decade long conflict went into abeyance and the daily death tally dropped, the vagaries of the region’s little-understood, political tensions were assigned to little-read columns hidden deep inside broadsheets. Brexit has, however, re-exposed the deep scars and political acrimony that still blight Northern Ireland. Northern Irish schools have seen the introduction of series of educational initiatives aimed at ameliorating enduring inter-community hostility, including the creation of a model of citizenship education designed to enhance pupils’ political understanding and literacy. Drawing on recent survey data on the attitudes and perspectives of 16-year-olds, this paper explores how citizenship is being delivered in schools in Northern Ireland and exposes young people’s level of engagement with current political issues, including the possibility of a united Ireland. Although results are largely in line with expectations, there are some indications that this generation may not be simply marching in step with the same drumbeat that has been followed by generations of their forebearers.
{"title":"The post conflict generation in Northern Ireland: Citizenship education, political literacy and the question of sovereignty","authors":"Matthew Milliken, Alan Smith","doi":"10.1177/17461979221114551","DOIUrl":"https://doi.org/10.1177/17461979221114551","url":null,"abstract":"Twenty years ago, Northern Ireland’s previously prominent presence in the headlines of the yellow press dwindled to virtual non-existence. As the region’s three-decade long conflict went into abeyance and the daily death tally dropped, the vagaries of the region’s little-understood, political tensions were assigned to little-read columns hidden deep inside broadsheets. Brexit has, however, re-exposed the deep scars and political acrimony that still blight Northern Ireland. Northern Irish schools have seen the introduction of series of educational initiatives aimed at ameliorating enduring inter-community hostility, including the creation of a model of citizenship education designed to enhance pupils’ political understanding and literacy. Drawing on recent survey data on the attitudes and perspectives of 16-year-olds, this paper explores how citizenship is being delivered in schools in Northern Ireland and exposes young people’s level of engagement with current political issues, including the possibility of a united Ireland. Although results are largely in line with expectations, there are some indications that this generation may not be simply marching in step with the same drumbeat that has been followed by generations of their forebearers.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"235 - 254"},"PeriodicalIF":0.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49334119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-10DOI: 10.1177/17461979221103779
Kyle Bennett, Scott P. Hays
Engaging Youth for Positive Change is a local civic engagement program focused on youth and young adults in the U.S. state of Illinois, and guides them through the process of adopting a local ordinance by working with their local city councils or other governing bodies. Researchers collected two waves of data from EYPC participants to quantitatively assess associations between program participation and changes in a variety of key factors relating to civic engagement. Initial findings indicate participants reported significant increases in variables associated with civic participation, including teamwork, leadership, and internal political efficacy. Furthermore, participants at more rigorous implementation sites reported significantly higher levels of critical civic engagement indicators compared to their peers at less rigorous implementation sites. This paper discusses EYPC in detail, findings from analyses and program evaluation, and concludes with a discussion on next steps regarding how EYPC and similar programs may enhance civic engagement among youth and young adult populations.
{"title":"Engaging youth for positive change: A quantitative analysis of participant outcomes","authors":"Kyle Bennett, Scott P. Hays","doi":"10.1177/17461979221103779","DOIUrl":"https://doi.org/10.1177/17461979221103779","url":null,"abstract":"Engaging Youth for Positive Change is a local civic engagement program focused on youth and young adults in the U.S. state of Illinois, and guides them through the process of adopting a local ordinance by working with their local city councils or other governing bodies. Researchers collected two waves of data from EYPC participants to quantitatively assess associations between program participation and changes in a variety of key factors relating to civic engagement. Initial findings indicate participants reported significant increases in variables associated with civic participation, including teamwork, leadership, and internal political efficacy. Furthermore, participants at more rigorous implementation sites reported significantly higher levels of critical civic engagement indicators compared to their peers at less rigorous implementation sites. This paper discusses EYPC in detail, findings from analyses and program evaluation, and concludes with a discussion on next steps regarding how EYPC and similar programs may enhance civic engagement among youth and young adult populations.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46260725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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