Latino Adolescents’ Civic Development in the United States: Research Results from the IEA Civic Education Study

Journal of Youth and Adolescence - Tập 36 - Trang 111-125 - 2006
Judith Torney-Purta1, Carolyn H. Barber1, Britt Wilkenfeld1
1Human Development, University of Maryland, College Park, USA

Tóm tắt

Many studies have reported gaps between Latino and non-Latino adolescents in academic and political outcomes. The current study presents possible explanations for such gaps, both at the individual and school level. Hierarchical linear modeling is employed to examine data from 2,811 American ninth graders (approximately 14 years of age) who had participated in the IEA Civic Education study. Analyses of large data bases enable the consideration of individual characteristics and experiences, as well as the context of classrooms and schools. In comparison with non-Latino students, Latino adolescents report more positive attitudes toward immigrants’ rights but have lower civic knowledge and expected civic participation. These differences were apparent even when controlling for language, country of birth, and political discussions with parents. School characteristics that explain a portion of this gap include open classroom climate and time devoted to study of political topics and democratic ideals. Results are discussed within the framework of developmental assets and political socialization. Implications for educational policy and ways to use large data sets are also discussed.

Tài liệu tham khảo

Amadeo J, Torney-Purta J, Lehmann R, Husfeldt V, Nikolova R (2002) Civic knowledge and engagement: An IEA study of upper secondary students in sixteen countries. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement. [Available: http://www.wam.umd.edu/∼iea] Baldi S, Perie M, Skidmore D, Greenberg E, Hahn C (ed) (2001) What democracy means to ninth graders: U.S. results from the IEA Civic Education Study. National Center for Educational Statistics, Washington, DC Balsano AB (2005) Youth civic engagement in the United States: Understanding and addressing the impact of social impediments on positive youth and community development. Appl Dev Sci 9:188–201 Barreto MA, Muñoz JA (2003) Reexamining the “Politics of in-between”: Political participation among Mexican immigrants in the United States. Hispanic J Behav Sci 25:427–447 Benson P, Pittmann K (2001) Trends in youth development: Visions realities, and challenges. Kluwer Academic Publishers, Boston Berry J, Phinney J, Sam D, Vedder P (eds) (2006) Immigrant youth in cultural transition: Acculturation, identity, and adaptation across national contexts. Lawrence Erlbaum Associates, Mahwah, NJ Bloomberg L, Ganey A, Alba V, Quintero G, Alcantra LA (2003) Chicano-Latino Youth Leadership Institute: An asset-based program for youth. Am J Health Behav 27:S45–S54 Calderón M (1998) Adolescent sons and daughters of immigrants: How schools can respond. In: Borman K, Schneider B (eds) The adolescent years: Social influences and educational challenges: Ninety-seventh Yearbook of the National Society for the Study of Education, Part I. The National Society for the Study of Education, Chicago, IL Call KT, Mortimer JT (2002) Arenas of comfort in adolescence: A study of adjustment in context. Lawrence Erlbaum Associates, Mahwah, NJ Diaz J (2005) School attachment among Latino youth in rural Minnesota. Hispanic J Behav Sci 27:300–318 Driever SL (2004) Latinos in polynucleated Kansas City. In: Arreola DD (ed) Hispanic spaces, Hispanic places. University of Texas Press, Austin, TX French SE, Seidman E, Allen L, Aber JL (2006) The development of ethnic identity during adolescence. Dev Psychol 42:1–10 Fuligni AJ, Hardway C (2004) Preparing diverse adolescents for the transition to adulthood. The Future of Children: Children of Immigrant Families (vol. 14). Retrieved May 17, 2006 from www.futureofchildren.org Gandara P (2005) Fragile futures: Risk and vulnerability among Latino high achievers. Educational Testing Service, Princeton, NJ Garcia JA (1997) Political participation: Resources and involvement among Latinos in the American political system. In: Garcia FC (ed) Pursuing power: Latinos and the political system. University of Notre Dame Press, Notre Dame, IN Gonzales MH, Riedel E, Avery PG, Sullivan JL (2001) Rights and obligations in civic education: a content analysis of the National Standards for Civics and Government. Theory Res Soc Educ 29(1):109–128 Hahn C, Torney-Purta J (1999) The IEA Civic Education Project: National and international perspectives. Soc Educ 65(7):425–431 Hahn C (2001) Student views of democracy: The good and bad news. Soc Educ 65:456–460 Hart D, Atkins R (2002) Civic competence in urban youth. Appl Dev Sci 6:227–236 Hovey JD (2000) Psychosocial predictors of acculturative stress in Mexican immigrants. J Psychol 134:490–502 Husfeldt V, Barber C, Torney-Purta J (2005) Students’ social attitudes and expected political participation: New scales in the enhanced database of the IEA Civic Education Study. College Park, MD: Civic Education Data and Researcher Services, Department of Human Development, University of Maryland College Park. Retrieved July 20, 2006 from http://www.wam.umd.edu/∼iea Jessor R, Turbin MS, Costa FM (1998) Risk and protection in successful outcomes among disadvantaged adolescents. Appl Dev Sci 2:194–208 Jones CJ, Trickett EJ (2005) Immigrant adolescents behaving as culture brokers: A study of families from the former Soviet Union. J Soc Psychol 145:405–427 Laosa L (1989) Psychological stress, coping, and the development of the Hispanic immigrant child. Educational Testing Service, Princeton, NJ Larson R, Hansen D (2005) The development of strategic thinking: Learning to impact human systems in a youth activism program. Hum Dev 48:327–349 Lee J (2002) Racial and ethnic achievement gap trends: Reversing the progress toward equity. Educ Res 31(1):3–12. Lerner RM, Fischer CB, Weinberg RA (2000) Toward a science for and of the people: Promoting civil society through the application of developmental science. Child Dev 71:11–20 Lopez MH (2003, March). Electoral engagement among Latino youth. College Park, MD: The Center for Information & Research on Civic Learning & Engagement. Retrieved January 18, 2006 from http://www.civicyouth.org McDevitt M (2006) The partisan child: Developmental provocation as a model of political socialization. Int J Public Opin Res 18:67–70 Pedersen S, Seidman E, Yoshikawa H, Rivera AC, Allen L, Aber JL (2005) Contextual competence: Multiple manifestations among urban adolescents. Am J Community Psychol 35:65–82 Pittman KJ, Irby M, Tolman J, Yohalem N, Ferber T (2001) Preventing problems, promoting development, encouraging encouragement: Competing priorities or inseparable goals? Forum for Youth Investment, Takoma Park, MD Porter N (2006) Report of the APA expert summit on immigration: Immigration policy is child policy. The Advocate 29(1):7–8 Ramos-Zayas A (2003) National performances: The politics of class, race and space in Puerto-Rican Chicago. University of Chicago Press, Chicago Raudenbush SW, Bryk AS, Cheong YF, Congdon R (2004) HLM 6: Hierarchical Linear and Nonlinear Modeling. Scientific Software International, Lincolnwood, IL Reimers F (2005, August). An incomplete education. Civic education of immigrant students in the United States. Paper presented at the conference on Education and Democracy in the Americas, San Jose, Costa Rica Rodriguez M, Morrobel D (2004) A review of Latino youth development research and a call for an asset orientation. Hispanic J Behav Sci 26(2):107–127 Roscigno VJ (2000) Family-school inequality and African American/Hispanic achievement. Soc Probl 47:266–290 Roth J, Borbely CJ, Brooks-Gunn J (2003, October). Service-learning and positive youth development: How service-learning programs relate to the goals and processes of positive youth development. Paper presented at the Service-Learning and Developmental Science Conference, Colorado Springs, CO Sanchez Jankowski M (1992). Ethnic identity and political consciousness in different social orders. In: Haste H, Torney-Purta J (eds) The development of political understanding: a new perspective. Jossey-Bass, San Francisco Scales PC, Benson PL, Leffert N, Blyth DA (2000) Contribution of developmental assets to the prediction of thriving among adolescents. Appl Dev Sci 4:27–46 Schildkraut D (2005) The rise and fall of political engagement among Latinos: The role of identity and perceptions of discrimination. Pol Behav 27(3):285–312 Schmid CL (2001) Educational achievement, language-minority students, and the new second generation. Sociol Educ 74: 71–87 Schulz W, Sibberns H (2004) Technical report for the IEA Civic Education Study. IEA, Amsterdam Search Institute (n.d.). Asset Categories. Retrieved May 19, 2006 from http://www.search-institute.org/assets Steiner-Khamsi G, Torney-Purta J, Schwille J (ed) (2002) New paradigms and recurring paradoxes in education for citizenship, vol. 5. Elsevier Science, Oxford Stepick A, Stepick CD (2002) Becoming American, constructing ethnicity: Immigrant youth and civic engagement. Appl Dev Sci 6:246–257 Tienda M, Mitchell F (eds) (2006) Hispanics and the future of America. National Academy of Sciences Press, Washington, DC Torney-Purta J (2002) The school’s role in developing civic engagement: A study of adolescents in twenty-eight countries. Appl Dev Sci 6:203–212 Torney-Purta J, Barber C, Wilkenfeld B (in press) Differences in the civic knowledge and attitudes of U.S. adolescents by immigrant status and Hispanic background. Prospects Torney-Purta J, Homana G, Barber C (2006, April). Young people’s social and political attitudes and communities of practice in four countries. In: Veugelers W (Chair) Human development and citizenship. Paper symposium at the American Education Research Association annual conference, San Francisco, CA Torney-Purta J, Lehmann R, Oswald H, Schulz W (2001) Citizenship and education in twenty-eight countries. Amsterdam: International Association for the Evaluation of Education Achievement. [Available: http://www.wam.umd.edu/∼iea] Torney-Purta J, Schwille J, Amadeo J (1999) Civic education across countries: Twenty-four national case studies from the IEA civic education project. International Association for the Evaluation of Educational Achievement, Amsterdam Torney-Purta J, Vermeer Lopez S (2006) Developing citizenship competencies from kindergarten through grade 12: A background paper for policymakers and educators. Education Commission of the States, Denver, CO U.S. Bureau of the Census (2002). Voting and registration in the election of November 2000. Washington, DC. Retrieved January 9, 2006 from http://www.census.gov/prod/2002pubs/p20-542.pdf U.S. Bureau of the Census (2003). Young, diverse, urban. Washington, DC. Retrieved January 9, 2006 from http://www.census.gov/Press-Release/www/2003/cb03-100.html Walsh CE (1987) Schooling and the civic exclusion of Latinos: Toward a discourse of dissonance. J Educ 169:115–131