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Descriptors:
Motivation; Behavior Theories; Ethnic Groups; Migrants; Psychological Characteristics; Young Adults; Group Membership; Citizen Participation; Internet; Correlation; Immigrants; Goodness of Fit; Peer Groups; Parent Child Relationship; Guidelines; Minority Groups; Computer Mediated Communication; Ethnicity; Foreign Countries

Abstract:
Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people's offline and online civic engagement and to clarify, based on Ajzen's theory of planned behavior (TPB), associations between motivation for civic engagement, peer and parental norms, collective efficacy, and civic engagement. The sample consisted of 755 youth (native German, ethnic German Diaspora, and Turkish migrants) from two age groups (16-18 and 19-26; mean age 20.5 years; 52% female). Results showed that ethnic group membership and age moderated the frequency of engagement behavior, with Turkish migrants taking part more than native Germans, who were followed by ethnic German Diaspora migrants. Analyses based on TPB showed good fit for a model relating intention for offline and online civic engagement to motivation for civic engagement, peer and parental norms, and collective efficacy. Ethnic group moderated the findings for offline civic engagement and questioned the universality of some model parameters (e.g., peer and parental norms). This study showed the utility of the TPB framework for studying civic engagement but also reveals that the predictive utility of peer and parental norms seems to vary depending on the group and the behavior under study. This study highlights the importance of including minority samples in the study of civic engagement in order to identify between-group similarities and differences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Foreign Countries; Social Control; Democracy; Young Adults; Political Power; Activism; Citizen Participation; Advisory Committees; Qualitative Research; Politics; Criticism; Socialization

Abstract:
This article provides a critical examination of a common form of adult attempts to promote civic engagement among young people, namely, youth advisory councils. While youth councils have been widely celebrated as an effective way to integrate young people into political processes, little research has explored why some politically active youth choose to leave, or refuse to join, youth councils. Based on two qualitative studies of politically active teens throughout North and Latin America, the authors argue that teenage activists possess valuable dissident knowledge of, and critical perspectives on, the potential for youth advisory councils to promote youth political power. We argue that young activists understand democracy in ways that are fundamentally different from that offered to them by youth councils. Youth activists put forth a theory of democracy that emphasizes authority and impact, not just voice; they understand democracy as representing collective concerns and perceive youth councils as elitist and nonrepresentative; and they emphasize the value of controversy and contentious politics while expressing anxiety that youth councils can function as modes of social control that tame and channel youth dissent, rather than opportunities to foster youth political power. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Citizen Participation; Adolescents; Voting; Current Events; Public Education; Correlation; Knowledge Level; Adolescent Attitudes; Student Characteristics; Surveys; Urban Areas; Regression (Statistics); Governance

Abstract:
A long-standing objective of American public education is fostering civically engaged youth. Identifying characteristics associated with likelihood of future voting, a measure of democratic participation that predicts future voting behavior, might yield targets for education programs to increase civic participation. Survey data from urban adolescents were analyzed to elucidate how civic knowledge, civic attitudes and civic behaviors are associated with self-reported likelihood of future voting. In a multivariable ordered logistic regression model with latent constructs for civic knowledge, attitudes and behavior, two civic knowledge constructs and two civic attitude constructs maintained a positive, statistically significant independent association with future voting likelihood after adjusting for race/ethnicity and advanced coursework: knowledge of American governance, current events knowledge, general self-efficacy and skill-specific self-efficacy. Further research is necessary to determine whether education programs can intervene upon these civic knowledge and civic attitude factors to increase voting participation later in life. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Citizen Participation; Community Organizations; Democracy; Urban Youth; Activism; After School Programs; Adolescent Development; Adults; Minority Group Students; Low Income Groups; Interpersonal Relationship; Interviews; Adolescents

Abstract:
The National Assessment of Education Progress (NAEP) shows a civic knowledge gap similar to the achievement gap, showing urban youth struggling in particular. However, research has shown that urban youth can be civically engaged when they are involved in projects or organizing intended to improve community conditions, not simply absorbing civic knowledge. This article shares findings from case studies of two Bronx-based community organizations that have successful models of civic engagement with urban youth. The findings reveal the practices that the adults use in the organizations to get urban youth civically engaged and to develop a "civic identity". (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Capital; Educational Attainment; Outcomes of Education; Cost Effectiveness; Education Work Relationship; Health; Child Health; Spouses; Infant Mortality; Mortality Rate; Birth Rate; Parent Background; Cognitive Development; Psychological Patterns; Efficiency; Work Environment; Lifelong Learning; Citizen Participation; Civil Rights; Politics; Poverty; Crime; Conservation (Environment)

Abstract:
This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New "narrow" social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK "narrow" social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. (Contains 2 figures, 3 tables, and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Colleges; College Faculty; Citizen Participation; Institutional Mission; School Community Relationship; Ethnography; Autobiographies; Urban Schools; Physical Education; After School Programs; Scholarship; Rewards; Tenure; Doctoral Programs; Professional Identity; Theory Practice Relationship; Holistic Approach

Abstract:
Community engagement is central to the public and civic mission of a growing number of colleges and universities, and numerous faculty members are applying their expertise to issues of importance to local communities and the larger society. However, there have been few first-hand descriptions of the career paths of faculty who engage in community-engaged scholarship. Faced with the current traditional typology of faculty work--teaching, research, and service--junior faculty in particular are often advised to postpone their community engagement work until after they secure their foundation in research and teaching. The author is a tenured full professor who regards community-engaged scholarship as central to his work. Using an autoethnographic style, he reflects on the motivations, influences, and experiences that have informed his intentional efforts to integrate teaching, research, and service into his professional identity as a community-engaged scholar. His story is an invitation for present and future scholars to view their work through an engaged lens: specifically to think imaginatively about how engaging in pressing social issues and developing respectful and productive relationships with individuals and organizations at the local community level might improve and advance their scholarship. The author's reflections contribute to the theory and practice of community-engaged scholarship by addressing the tensions facing community-engaged scholars as they navigate faculty roles and rewards in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Characteristics; Student Characteristics; Siblings; Socioeconomic Status; Student Leadership; Political Attitudes; Foreign Countries; College Students; Leadership Role; Selective Admission; Citizen Participation; Social Systems

Abstract:
This study analyzes the effects of individual characteristics, socioeconomic status, and political engagement among Chinese university students with respect to their attainment of student leadership roles. The study investigated 10,930 students from elite Chinese universities. The results showed that female and only-child students were more likely to become student leaders than male students and students with siblings. Students from local Hukou (household registration) were less likely than students from nonlocal "Hukou", to become student leaders. Each upgrade of one level in the membership of the Chinese Communist Party doubled the students' odds for attaining student leadership roles. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Foreign Countries; Translation; Humanism; Educational History; English; Books; Literature; Educational Philosophy; Dialogs (Language); Males; Audiences; Health Behavior; Individual Development; Citizen Participation

Abstract:
Michel Jeanneret's "A Feast of Words. Banquets and Table Talk in the Renaissance" (1987; English translation published in 1991) highlighted the celebration by Renaissance humanists of food and drink as catalysts of intellectual exchange. The author convincingly argued that Renaissance banquets served as a paradigm for the humanist body of ideas, and thus became an important setting for works of literature and erudition. This article investigates whether the use of banquets in humanist culture is also reflected in the didactic writings of the age. It focuses on the school dialogues of Desiderius Erasmus (1466?-1536) and Juan Luis Vives (1492/3-1540), which proved to be enormously popular and were--according to a 1582 preface--read in "well-nigh every school" in England and continental Europe. The article illustrates how Erasmus and Vives, especially when addressing an audience of young school boys, aimed to organize a controlled satisfaction of bodily appetites, stimulating the interchange of ideas, whilst avoiding gluttony and intoxication, which are as detrimental for intellectual exchange as they are for the individual's physical and spiritual well-being. The humanists' condemnation of excess was thus connected with their analysis of the human condition and their preoccupation that every child should realize his or her full potential as a human being. The key element in this was considered to be education, which trained children to rise above their animal instincts and desires, and prepared them to participate in society as responsible adults. (Contains 43 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Involvement; Social Networks; Community Influence; Elections; Housing; Ownership; Citizen Participation; Surveys; Neighborhoods; Comparative Analysis; Role; Correlation

Abstract:
Proponents of homeownership policies often argue that homeowners participate more actively in community life and civic affairs than renters. Although research suggests higher rates of participation among homeowners, the underlying mechanisms driving this relationship are unclear. On one hand, the locally dependent financial investments homeowners make in their communities could lead them to participate as a means of protecting their principal investment. On the other hand, homeownership could stimulate participation by increasing residential stability, enabling households to overcome the institutional barriers and to develop the social networks that drive community participation. The failure to differentiate between these pathways muddies our understanding of how homeownership matters for community life. Drawing on the November supplement of the Current Population Survey, this article investigates whether homeowners are more likely to vote in local elections, participate in neighborhood groups and join civic associations. A falsification strategy compares these outcomes to a set of placebo measures to address concerns that the findings are driven by selection. The research identifies an independent role for residential stability and locally dependent financial investments in explaining why homeowners participate in their communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Culture; Charter Schools; Field Trips; Standardized Tests; Citizenship Education; Civics; Democracy; Neighborhoods; Integrity; Holidays; Citizen Participation; Elementary Secondary Education; Acculturation; Elections; Social Studies; Teacher Education; Competition; Hispanic American Students; Urban Education

Abstract:
This policy brief is the third in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. The UNO Charter School Network includes 13 schools serving some 6,500 students across Chicago. Located in predominantly Hispanic neighborhoods, the network's 12 K-8 schools and one high school serve a student body that is 95 percent Hispanic. UNO fundamentally understands citizenship education as a project of assimilation and Americanization. As UNO sees it, standing for assimilation and Americanization requires standing against certain popular ideas in contemporary culture and pedagogy. With 13 schools, a staff of 450, 11 buildings, 191 instructional days a year, a charter authorizer to satisfy every five years, and several standardized tests to administer annually, UNO has much to do besides directly Americanizing its students. But in doing all that, the network tries to apply its civic principles as broadly as possible. In all grades, and especially in K-8, UNO's civics curriculum is built around the calendar--holidays, days of remembrance, and anniversaries of significant events. These include, from the beginning of the school year until the end: Labor Day, September 11th, Columbus Day, Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Holocaust Remembrance Day, Memorial Day, and Flag Day. In grades K-8, each of these dates is tied to a curricular "cycle" meant to guide teachers' instruction for up to five days. Guiding UNO's civic education curriculum is a civics committee that designs and helps teachers implement everything from daily lessons to larger units, field trips, mock elections, and more. UNO tells its students that upon graduation, they are expected to be able to compete in the local, national, and global marketplaces; to be civically engaged; to be intellectually curious; and to be people of integrity. These characteristics are easier named than assessed. Devising metrics of healthy citizenship, both for students and for alumni after they graduate, is one of the three near-term goals that UNO leaders have set for themselves regarding civic education. Another is creating more cohesion among the curricula that deal with civic holidays, student identity, and traditional social studies. The third is improving teacher training so that all teachers--in all grades and subjects--are equipped to "capitalize on every opportunity they have" for civic education. (Contains 43 notes.) [For related reports, see "Charter Schools as Nation Builders: Democracy Prep and Civic Education. Policy Brief 4" (ED539459) and "Counting on Character: National Heritage Academies and Civic Education. Policy Brief 5" (ED540539).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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