Middle School as a Developmental Niche for Civic Engagement
Casta Guillaume1, Robert Jagers2, Deborah Rivas-Drake2
1University of Michigan, 200 E. SEB, E. University, Ann Arbor, MI, 48109-1043, USA. castag@umich.edu.
American Journal of Community Psychology
|October 2, 2015
Summary
Positive school climate and connectedness foster civic engagement in youth of color. While academic efficacy beliefs are linked to school climate, they do not directly influence civic behaviors in middle schoolers.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Sociology of Youth
Background:
- Understanding factors influencing civic engagement in adolescents is crucial for democratic societies.
- Youth of color often face unique challenges within school environments that may impact their social and civic development.
- Existing research highlights the importance of school-based factors in shaping youth outcomes, but specific pathways for diverse populations require further investigation.
Purpose of the Study:
- To investigate the roles of school climate, school connectedness, and academic efficacy beliefs in predicting civic engagement among middle school youth of color.
- To examine these associations both concurrently and longitudinally.
- To test a latent mediation model to understand the pathways through which these factors influence civic engagement.
Main Methods:
- Utilized data from two subsamples (cross-sectional n=324, longitudinal n=232) of middle school students (average age 12).
- Employed a developmentally appropriate measure of civic engagement.
- Conducted statistical analyses to test a latent mediation model examining the relationships between school climate, school connectedness, academic efficacy, and civic engagement.
Main Results:
- Positive perceptions of school climate were positively associated with school connectedness.
- School connectedness was positively associated with emergent civic engagement behaviors.
- School climate was positively associated with academic self-efficacy beliefs, but these beliefs did not mediate the relationship between school climate and civic engagement.
Conclusions:
- School climate and connectedness are significant predictors of civic engagement in middle school youth of color.
- Interventions aimed at improving school climate and fostering connectedness may enhance civic participation among diverse youth.
- Academic efficacy beliefs, while related to school climate, do not appear to be a primary pathway for influencing civic engagement in this population.
Related Concept Videos
01:20Social Foundations of Self II: The Generalized Other
377
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
377
01:18Cognitive Development During Adolescence
869
During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
869
01:30Socioemotional Experience and Gender Development
393
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
393
01:24Social Foundations of Self I: Play and Game
312
The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
312
01:19Kohlberg's Theory of Moral Development
1.4K
Kohlberg's theory of moral development uses the Heinz dilemma — a thought experiment in which a man, Heinz, must decide whether to steal an unaffordable drug to save his dying wife — to illustrate the evolution of moral reasoning. This framework, divided into three levels with two stages, highlights how individuals' understanding of right and wrong becomes increasingly complex.
Pre-Conventional Level
At the pre-conventional level, morality is primarily driven by personal...
Pre-Conventional Level
At the pre-conventional level, morality is primarily driven by personal...
1.4K
02:57The Sense of Self: Reflected Self-Appraisal and Social Comparison
56.6K
According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
56.6K