Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth

Child Development

Volumn 88, Issue 4, 2017, Pages 1125-1138

  Jagers, Robert J ^a   Lozada, Fantasy T ^b   Rivas Drake, Deborah ^a   Guillaume, Casta ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

^b VIRGINIA COMMONWEALTH UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

BEHAVIOR; CLIMATE; FEMALE; HISPANIC; HUMAN; HUMAN EXPERIMENT; JUVENILE; MALE; MIDDLE SCHOOL STUDENT; TEACHING; ADOLESCENT; ADOLESCENT BEHAVIOR; AFRICAN AMERICAN; ATTITUDE; CHILD; CROSS-SECTIONAL STUDY; LONGITUDINAL STUDY; PSYCHOLOGY; SCHOOL; SOCIAL BEHAVIOR; SOCIAL RESPONSIBILITY;

ADOLESCENT; ADOLESCENT BEHAVIOR; AFRICAN AMERICANS; ATTITUDE; CHILD; CROSS-SECTIONAL STUDIES; FEMALE; HISPANIC AMERICANS; HUMANS; LONGITUDINAL STUDIES; MALE; SCHOOLS; SOCIAL BEHAVIOR; SOCIAL RESPONSIBILITY;

EID: 85021696481     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/cdev.12871     Document Type: Article

References (40)

1. Battistich, V., Soloman, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137–151. https://doi.org/10.1207/s15326985ep3203_1
2. Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95, 570–588. https://doi.org/10.1037/0022-0663.95.3.570
3. Campbell, D. E. (2008). Voice in the classroom: How open classroom climate fosters political engagement among adolescents. Political Behavior, 30, 432–454.https://doi.org./10.1007/s11109-008-9063-z
4. Eisenberg, N., Hofer, C., Sulik, M. J., & Liew, J. (2014). The development of prosocial moral reasoning and a prosocial orientation in young adulthood: Concurrent and longitudinal correlates. Developmental Psychology, 50(1), 58–70. https://doi.org/10.1037/a0032990
5. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago, IL: University of Chicago Consortium on Chicago School Research.
6. Flanagan, C. A., Cumsille, P., Gill, S., & Gallay, L. S. (2007). School and community climates and civic commitments: Patterns for ethnic minority and majority students. Journal of Educational Psychology, 99, 421. https://doi.org/10.1037/0022-0663.99.2.421
7. Flanagan, C. A., Martinez, M. L., Cumsille, P., & Ngomane, T. (2011). Youth civic development: Theorizing a domain with evidence from different cultural contexts. New Directions for Child and Adolescent Development, 134, 95–109. https://doi.org/10.1002/cd.313
8. Geller, J. D., Voight, A., Wegman, H., & Nation, M. (2013). How do varying types of youth civic engagement relate to perceptions of school climate? Applied Developmental Science, 17, 135–147. https://doi.org/10.1080/10888691.2013.804377
9. Ginwright, S. A. (2010). Peace out to revolution! Activism among African American youth: An argument for radical healing. Young, 18(1), 77–96. https://doi.org/10.1177/110330880901800106
10. Godfrey, E. B., & Grayman, J. K. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among youth. Journal of Youth and Adolescence, 43, 1801–1817. https://doi.org/10.1007/s10964-013-0084-5
11. Guillaume, C., Jagers, R.J. & Rivas-Drake, D. (2015). Middle school as a developmental niche for civic engagement. American Journal of Community Psychology, 56, 321–331. http://doi.org./10.1007/s10464-015-9759-2
12. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
13. Kirshner, B., & Ginwright, S. (2012). Youth organizing as a developmental context for African American and Latino adolescents. Child Development Perspectives, 6, 288–294. https://doi.org/10.1111/j.1750-8606.2012.00243.x
14. Kwame-Ross, T., Crawford, L., & Krug, E. (2011). Developmental Designs: A description of the approach and implementation in schools. Middle Grades Research Journal, 6, 145–162.
15. Lozada, F., Jagers, R. J., Smith, C., Banales, J., & Hope, E. (2016). Prosocial development of Black boys: An application of the sociopolitical development model. Journal of Black Psychology, https://doi.org/10.1177/0095798416652021
16. Lenzi, M., Vieno, A., Sharkey, J., Mayworm, A., Scacchi, L., Pastore, M., & Santinello, M. (2014). How school can teach civic engagement besides civic education: The role of democratic school climate. American Journal of Community Psychology, 54, 251–261. https://doi.org/10.1007/s10464-014-9669-8
17. Lerner, R. M. (2004). Liberty: Thriving and civic engagement among America's youth. Thousand Oaks, CA: Sage.
18. Lerner, R. M., Wang, J., Champine, R. B., Warren, D. J. A., & Erickson, K. (2014). Development of civic engagement: Theoretical and methodological issues. International Journal of Developmental Science, 8(3–4), 69–79. https://doi.org/10.3233/DEV-14130
19. Levinson, M. (2007). The civic achievement gap. CIRCLE Working Paper 51. Center for Information and Research on Civic Learning and Engagement (CIRCLE): University of Maryland, College Park, MD.
20. Midgley, C., & Edelin, K. C. (1998). Middle school reform and early adolescent well-being: The good news and the bad. Educational Psychologist, 33, 195–206. https://doi.org/10.1207/s15326985ep3304_4
21. Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York, NY: Simon & Schuster.
22. Rogoff, B. (1995). Observing socio-cultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge, UK: Cambridge University Press.
23. Shulkind, S. B., & Foote, J. (2009). Creating a culture of connectedness through middle school advisory programs. Middle School Journal, 41(1), 20–27. https://doi.org/10.1080/00940771.2009.11461700
24. Smetana, J. G., & Metzger, A. (2005). Family and religious antecedents of civic involvement in middle class African American late adolescents. Journal of Research on Adolescence, 15, 325–352. https://doi.org/10.1111/j.1532-7795.2005.00099.x
25. StataCorp. (2015). Stata statistical software: Release 14. College Station, TX: Author.
26. Syvertsen, A. K., Wray-Lake, L., Flanagan, C. A., Osgood, D. W., & Briddell, L. (2011). Thirty year trends in U.S. adolescents' civic engagement: A story of changing participation and educational differences. Journal of Research on Adolescence, 21, 586–594. doi:10.1111/j.1532-7795.2010.00706.x
27. Tharpa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357–385. https://doi.org/10.3102/0034654313483907
28. Torney-Purta, J., & Amadeo, J. A. (2011). Participatory niches for emergent citizenship in early adolescence: An international perspective. The Annals of the American Academy of Political and Social Science, 633, 180–200. https://doi.org/10.1177/0002716210384220
29. Torney-Purta, J., & Amadeo, J. A. (2013). The contributions of international large-scale studies in civic education and engagement. In M. von Davier, E. Gonzalez, I. Kirsch, & K. Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy, and educational research (pp. 87–114). Dordrecht, The Netherlands: Springer.
30. Torney-Purta, J., Amadeo, J.-A., & Richardson, W. K. (2007). Civic service across the life course. In A. M. McBride & M. Sherraden (Eds.), Civic service worldwide: Impacts and inquiry (pp. 95–132). New York, NY: M.E. Sharpe.
31. Torney-Purta, J., & Barber, C. (2011). Fostering young people's support for participatory human rights through their developmental niches. American Journal of Orthopsychiatry, 81, 473. https://doi.org/10.1111/j.1939-0025.2011.01113.x
32. Torney-Purta, J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
33. Voight, A., & Torney-Purta, J. (2013). A typology of youth civic engagement in urban middle schools. Applied Developmental Science, 17, 198–212. https://doi.org/10.1080/10888691.2013.836041
34. Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.x
35. Watkins, N. D., & Aber, M. S. (2009). Exploring the relationships among race, class, gender and middle school students' perceptions of school racial climate. Equity & Excellence in Education, 42, 395–411. https://doi.org/10.1080/10665680903260218
36. Watts, R. J., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A developmental and liberation psychology perspective. Journal of Community Psychology, 35, 779–792. https://doi.org/10.1002/JCOP.20178
37. Weinstein, C. S. (2007). Middle and secondary classroom management: Lessons from research and practice. Boston, MA: McGraw Hill.
38. Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handook of social and emotional learning: Research and practice (pp. 3–19). New York, NY: Guilford.
39. Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41, 237–269. https://doi.org/10.3102/00028312041002237
40. Zaff, J. F., Kawashima-Ginsberg, K., & Lin, E. S. (2011). Advances in civic engagement research: Issues of civic measures and civic context. In R. M. Lerner, J. V. Lerner, & J. B. Benson (Eds.), Advances in child development and behavior, 41. London, UK: Burlington: Academic Press. https://doi.org/10.1016/B978-0-12-386492-5.00011-7