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- Title
Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth.
- Authors
Jagers, Robert J.; Lozada, Fantasy T.; Rivas‐Drake, Deborah; Guillaume, Casta
- Abstract
This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color.
- Subjects
AFRICAN American middle school students; HISPANIC American students; STUDENT attitudes; SCHOOL environment; CLASSROOM environment; ATTITUDE (Psychology); COMPARATIVE studies; PSYCHOLOGY of Hispanic Americans; LONGITUDINAL method; RESEARCH methodology; MEDICAL cooperation; RESEARCH; SCHOOLS; SOCIAL skills; TEENAGERS' conduct of life; PSYCHOLOGY of Black people; SOCIAL responsibility; EVALUATION research; CROSS-sectional method
- Publication
Child Development, 2017, Vol 88, Issue 4, p1125
- ISSN
0009-3920
- Publication type
journal article
- DOI
10.1111/cdev.12871