University of Michigan.
Virginia Commonwealth University.
Child Dev. 2017 Jul;88(4):1125-1138. doi: 10.1111/cdev.12871. Epub 2017 Jun 13.
This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color.
本研究使用短期纵向数据，考察了民主教学实践（例如，发展设计方法）和公平的学校氛围对 515 名黑人和拉丁裔中学生（47.9%为男性）公民参与态度、信念和行为的贡献。民主的班级和课堂实践以及公平的学校氛围的同时体验与每个公民参与组成部分的更高分数相关。当学校氛围被认为更加公平时，课堂实践与公民态度之间的关系更加稳健。纵向来看，班级实践和公平的学校氛围预测 1 年后更高的公民态度。讨论集中在公民态度和未来支持有色人种青年公民参与的学校经验研究上。
