General academic supports and quality instruction are insufficient to foster civic commitment; supportive teachers and quality instruction were not statistically related to it¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Practices associated with better academic outcomes, including peer academic support, supportive teachers, and quality instruction, do not by themselves foster students' commitment to civic participation. → Susan E. Sporte and Joseph E. Kahne 2007

Evidence¶

Susan E. Sporte and Joseph E. Kahne 2007¶

Susan E. Sporte and Joseph E. Kahne. (2007). Educating for Democracy: Lessons from Chicago. Consortium on Chicago School Research Research Brief. https://consortium.uchicago.edu/publications/educating-democracy-lessons-chicago

q2 · i? · associational · r2

In the longitudinal Chicago survey analysis, measures of general school experience (belonging, instruction quality, academic supports) were compared with civic commitment. The study found "our measures of supportive teachers and quality instruction were not statistically re- lated to students’ civic commitments," and peer academic support had far less effect than service learning.

"Being part of a community of peers who support academic achievement has nowhere near the effect of participating in service learning or being exposed to in-class civic learning opportunities; our measures of supportive teachers and quality instruction were not statistically re- lated to students’ civic commitments."

Discussion¶

Learner Variables¶

• Civic Mindedness — outcome: instruction changes it

Related Claims¶

• Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related
• Students who witnessed concern for community and current events at home, in the neighborhood or at school were more likely to be committed to civic participation — related
• Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions — related
• Student demographics were not significantly related to civic commitment among Chicago public high school students — related
• Extracurricular activities provide only modest support for civic commitment, and sports participation is unrelated to it — related
• Service learning and in-class civic learning opportunities are more strongly associated with high school students' later commitment to civic participation than the other school, family and community factors studied — related
• Traditional student participation mechanisms in Spain have been shown to be inefficient for promoting civic commitment — related