Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
School of Teacher Education and Leadership
Faculty Mentor
Ryan Knowles
Presentation Type
Poster Presentation
Abstract
This multilevel path analysis of data collected from the International Civic and Citizenship Study investigates how differing civic education experiences between girls and boys predict notions of citizenship across five Latin American countries. Findings show statistically significant differences by gender, in the perception of civic education. Generally, classroom activities including the value of civic learning in the classroom, willingness to participate in classroom activities, and an open classroom climate were positively related to notions of engagement, while student experience with abuse had a negative relationship. Additionally, evidence suggests that civic learning at school had a stronger impact on male students. However, this finding varies between countries and different notions of citizenship. In classrooms, teachers can increase civic learning with opportunities for participation, improve school climate, and reduce abuse. However, teachers should monitor their interactions with girls and boys to ensure equity.
Location
Logan, UT
Start Date
4-12-2023 2:30 PM
End Date
4-12-2023 3:30 PM
Civic Education, School Climate, and Gender in Latin American Countries: A Path Analysis Using ICCS 2016 Data
Logan, UT
This multilevel path analysis of data collected from the International Civic and Citizenship Study investigates how differing civic education experiences between girls and boys predict notions of citizenship across five Latin American countries. Findings show statistically significant differences by gender, in the perception of civic education. Generally, classroom activities including the value of civic learning in the classroom, willingness to participate in classroom activities, and an open classroom climate were positively related to notions of engagement, while student experience with abuse had a negative relationship. Additionally, evidence suggests that civic learning at school had a stronger impact on male students. However, this finding varies between countries and different notions of citizenship. In classrooms, teachers can increase civic learning with opportunities for participation, improve school climate, and reduce abuse. However, teachers should monitor their interactions with girls and boys to ensure equity.