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Gepubliceerd in:

01-02-2007 | Original Paper

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

Auteurs: Judith Torney-Purta, Carolyn H. Barber, Britt Wilkenfeld

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 2/2007

Abstract

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.

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The countries testing the grade in which the majority of 14-year-olds are enrolled in the IEA Civic Education Study were Australia, Belgium (French speaking), Bulgaria, Chile, Colombia, Cyprus, Czech Republic, Denmark, England, Estonia, Finland, Germany, Greece, Hong Kong (SAR), Hungary, Italy, Latvia, Lithuania, Norway, Poland, Portugal, Romania, Russian Federation, Slovak Republic, Slovenia, Sweden, Switzerland, and the United States. In the United States, ninth graders were tested in October, and the mean age of the sample was 14.7 years.

In each set, all level 2 predictors were centered on their grand mean, with the exception of whether the school had high or low Latino enrollment. This was done to facilitate interpretation of the intercept as the average score for schools with low Latino enrollment, considering all other variables at their averages. Additionally, all level 1 variables were entered centered on their grand mean. This allows for the effects of these individual variables to be completely addressed both within and across schools. (Had the variables been group-mean centered, individual variables would have only controlled for the variation within schools that could be attributed to these predictors.) Because of this centering, however, it is important to remember that the addition of individual predictors can influence school predictors. What follows should not be considered separate but concurrent analyses of individual and average scores of knowledge, voting expectations, and immigrant attitudes. Rather, they should be considered singular analyses providing pictures of how school characteristics and individual experiences simultaneously impact the civic development of young people.

In order to facilitate the modeling of the gap between Latino and non-Latino students, Latino ethnicity was centered on its group mean, rather than its grand mean, when entered into the analysis.

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Titel: Latino Adolescents’ Civic Development in the United States: Research Results from the IEA Civic Education Study
Auteurs: Judith Torney-Purta
Carolyn H. Barber
Britt Wilkenfeld
Publicatiedatum: 01-02-2007
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 2/2007
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-006-9121-y

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