Differences in the Civic Knowledge and Attitudes of Adolescents in the United States by Immigrant Status and Hispanic Background

Autor/inn/en	Torney-Purta, Judith; Barber, Carolyn; Wilkenfeld, Britt
Titel	Differences in the Civic Knowledge and Attitudes of Adolescents in the United States by Immigrant Status and Hispanic Background
Quelle	In: Prospects: Quarterly Review of Comparative Education, 36 (2006) 3, S.343-354 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-006-0015-2
Schlagwörter	Adolescent Attitudes; Immigrants; Democracy; Citizen Participation; Civics; Adolescent Development; Citizenship Education; Hispanic Americans; Knowledge Level; Student Attitudes; Patriotism; Age Differences; Civil Rights; Comparative Analysis; Cultural Influences; United States + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Demokratie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Hispanic; Hispanoamerikaner; Wissensbasis; Schülerverhalten; Patriotismus; Age; Difference; Age difference; Altersunterschied; Bürgerrechte; Grundrechte; Zivilrecht; Cultural influence; Kultureinfluss; USA
Abstract	This analysis aims to explore within one country (United States) whether there are differences in preparation for citizenship between students who are immigrant and those who are native-born and between students who come from Hispanic background and those who do not. This is a first step toward shaping further analysis of the civic education of immigrants using the IEA Civic Education Study's data. The analysis reveals that there are significant differences favouring students who are neither immigrants nor Hispanic in knowledge of civic content and concepts, in understanding democracy, in possessing the skills necessary to understand political communications, in expressing positive attitudes toward the nation, and in expressing protectionist attitudes toward the nation. Controlling for home language and age of entry to the country reduces the size of these differences for all scales except protectionist attitudes toward the nation. Immigrant and Hispanic students are much more likely than non-immigrant, non-Hispanic students to endorse rights and opportunities for immigrants. There is evidence for a strong immigrant identity among both Hispanic and non-Hispanic immigrants (and also among Hispanic non-immigrants, perhaps in part because many have immigrant parents). In contrast there are small and usually non-significant differences between these groups in understanding the concept of citizenship and in their expected political and civic participation. The analysis indicates the importance of examining immigrants' preparation for citizenship along multiple dimensions (not limited to expected voting rates), recognizing the potential strengths of cultural identities in adolescent development, and looking at subgroups within the immigrant population. (Contains 5 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10