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Gepubliceerd in: Journal of Youth and Adolescence 11/2014

01-11-2014 | Empirical Research

Teaching Citizens: The Role of Open Classroom Climate in Fostering Critical Consciousness Among Youth

Auteurs: Erin B. Godfrey, Justina Kamiel Grayman

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 11/2014

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Abstract

Building on previous research on critical consciousness and civic development among youth, the current study examined the extent to which an open climate for discussion—one in which controversial issues are openly discussed with respect for all opinions—relates to youth’s critical consciousness and whether this association differs for youth from racial/ethnic majority versus minority backgrounds. Critical consciousness consisted of three components: the ability to critically read social conditions (critical reflection), feelings of efficacy to effect change (sociopolitical efficacy) and actual participation in these efforts (critical action), in both the educational and political/community domains. Open classroom climate was operationalized at the classroom rather than individual student level to more accurately draw links to educational policy and practice. Multilevel analyses of the 1999 IEA Civic Education Study, a nationally-representative sample of 2,774 US ninth-graders (50 % female; 58 % white), revealed that an open classroom climate predicted some, but not all, components of critical consciousness. Specifically, open classroom climate was positively related to sociopolitical efficacy in both the educational and political domains and to critical action in the community domain, but was not related to critical reflection. Few differences in these associations were found for youth from racial/ethnic majority versus minority backgrounds. The exception was sociopolitical efficacy in the educational domain: open classroom climate was particularly predictive of sociopolitical efficacy for minority youth. The findings are discussed in regard to previous research on open classroom climate and youth critical consciousness; and implications for future research and educational practice are drawn.
Voetnoten
1
This method was used for ordinal and nominal variables. For the two continuous variables (civics teaching experience and reduced price and free lunch participation) in the dataset, predicted mean matching was used, which imputes an observed value of the variable that is closest to the predicted value that would have been computed in the regression method (Schenker and Taylor 1996).
 
2
This option was only available for models predicting continuous outcomes. For logistic models predicting participation in school government and the community, this option was not used.
 
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Metagegevens
Titel
Teaching Citizens: The Role of Open Classroom Climate in Fostering Critical Consciousness Among Youth
Auteurs
Erin B. Godfrey
Justina Kamiel Grayman
Publicatiedatum
01-11-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 11/2014
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-013-0084-5

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