Workshop on Civic Education in Jakarta
Neighborhood
and Family Civic Context
Neighborhood
and family civic contexts play a significant role in the development
of civic orientations. Young people growing up in families and
communities that are civically active and financially better off tend
to end up more active themselves (Jennings, Stoker & Bowers,
2001; Nie et al.,1996; Niemi & Sobieszek, 1977). Discussion
between parents and youth revolving around civic and political issues
relates to a wide range of civic outcomes (Andolina, Jenkins, Zukin &
Keeter, 2003; Torney-Purta et al., 2001). And a great deal of
research has focused on the role social capital plays within
communities in fostering norms and social networks that make
democracy work more effectively (most notably, Putnam, 1993, 2000).
Our
measures of neighborhood and family context were strongly related to
students’ commitments to civic participation. As predicted, high
school juniors’ reports of neighborhood social capital were
positively related to their overall level of commitment to civic
participation. Specifically, high school juniors who reported that
their community is one in which adults both care about youth and work
to make the community better were more likely to report high levels
of commitments to civic participation. This relationship (though
diminished in magnitude) remained even after controlling for
different school experiences and after additionally controlling for
their level of commitments to civic participation.
We
found that having parents who discussed current events and politics
with their children was positively associated with students’ level
of commitments to civic participation. Again, this positive
relationship remained after controlling for school experiences.
Developing
Citizens: The Impact of Civic Learning Opportunities on Students’
Commitment to Civic Participation.
American
Educational Research Journal September 2008, Vol. 45, No. 3, pp.
738-766
Joseph
E. Kahne
Mills
College
Susan
E. Sporte
University
of Chicago
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