An open classroom climate at school can partially compensate for the disadvantages of young people with low socioeconomic status¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Exposure to an open classroom climate at school partially offsets the civic engagement disadvantages associated with low socioeconomic status. → David E. Campbell 2008

Evidence¶

David E. Campbell 2008¶

David E. Campbell. (2008). Voice in the Classroom: How an Open Classroom Climate Fosters Political Engagement Among Adolescents. Political Behavior. https://doi.org/10.1007/s11109-008-9063-z

q2 · i? · associational · r3

Analysis of CIVED 1999 data examining socioeconomic differences in civic engagement. The article reports that open classroom climate exposure "can partially compensate for the disadvantages of young people with low socioeconomic status"; no effect size is printed in the available text.

"Results further show that exposure to an open classroom climate at school can partially compensate for the disadvantages of young people with low socioeconomic status."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — the general claim this finding bears on, with the studies behind it
• An open classroom climate has a positive impact on adolescents' civic knowledge and appreciation of political conflict, controlling for individual, classroom, school, and district characteristics — related
• An open classroom climate fosters adolescents' intention to be an informed voter — related
• Strong relationships and supportive conditions can offset the effects of trauma on learning and behavior — a broader claim this one bears on
• Positive school-based relationships support secondary students' learning and well-being, especially for youth experiencing poverty, trauma, and discrimination — a broader claim this one bears on
• Quality of staff-student and staff-parent relationships most strongly defines safe schools, with disadvantaged high-relationship schools feeling safer than advantaged low-relationship schools — related
• The article reviews evidence that aspects of the learning environment most closely associated with successful development of early academic competence differ by socioeconomic background — related
• U.S. civic engagement and civics knowledge fall short of the democratic-preparation goal of schooling — related