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¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2007 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students who witnessed concern for community and current events in their home, school, or neighborhood were more likely to be committed 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
The longitudinal survey analysis examined neighborhood social capital, school sense of belonging, and parent discussion of current events. It found "students who witnessed concern for the community and current events in their home, school, or neighborhood were more likely to be committed to civic participation," including feeling people at school cared about them.
"students who witnessed concern for the community and current events in their home, school, or neighborhood were more likely to be committed to civic participation"
Discussion¶
Learner Variables¶
- Civic Mindedness — outcome: instruction changes it
Related Claims¶
- Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation — the general claim this finding bears on, with the studies behind it
- General academic supports and quality instruction are insufficient to foster civic commitment; supportive teachers and quality instruction were not statistically related 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
- Neighborhood poverty concentration and parental press for academic achievement each had negative effects on students' civic commitments — related
- Extracurricular activities provide only modest support for civic commitment, and sports participation is unrelated to it — related
- Student demographics were not significantly related to civic commitment among Chicago public high school students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
experiencing-civic-community-fosters-commitment |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — susan-e-sporte-and-joseph-e-kahne-2007 |
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