Fostering and Measuring Civic Agency in an American Government Course

Autor/inn/en	Mallinson, Daniel J.; Cruz, Laura
Titel	Fostering and Measuring Civic Agency in an American Government Course
Quelle	In: Journal of Political Science Education, 18 (2022) 4, S.476-491 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mallinson, Daniel J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2022.2098137
Schlagwörter	Citizen Participation; United States Government (Course); Vignettes; Democracy; Political Science; Teaching Methods; Outcomes of Education; Measurement Techniques; Student Attitudes; Intention; Futures (of Society); Introductory Courses; College Curriculum; Active Learning; Student Motivation; Course Descriptions; Pennsylvania + Suchen Sie Ihr Suchwort? 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Demokratie; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Messtechnik; Schülerverhalten; Future; Society; Zukunft; Einführungskurs; Aktives Lernen; Schulische Motivation; Kursstrukturplan
Abstract	Scholars and commentators are increasingly concerned about the erosion of democratic norms in the United States. Political science education stands at the forefront of higher education's mission to create an educated citizenry, and civic education is linked to outcomes like civic engagement and trust in government. Much of the research on civic education, however, examines how different classroom interventions affect students' "intentions" of engaging civically in the future. This study argues that between intention and action lies agency. Specifically, it examines how an introductory course in American government influences the development of civic agency. A new scenario-based method of measuring civic agency is also introduced. The study finds that civic agency does in fact develop, with students sharpening their calculus of engagement by the end of the course. In other words, students better understand where they can best engage and how as a result of taking this course. Increasing agency at this early juncture of the university curriculum, we argue, lays the foundation for future engagement when students care about an issue enough to weigh in. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01