Do Gender and Ethnicity Affect Civic Engagement and Academic Progress? Working Paper 53

Autor/inn/en	Davila, Alberto; Mora, Marie T.
Titel	Do Gender and Ethnicity Affect Civic Engagement and Academic Progress? Working Paper 53
Quelle	(2007), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Gender Differences; Racial Differences; Citizen Participation; High School Students; Student Government; Hispanic American Students; Asian American Students; African American Students; White Students; Ethnicity; Educational Attainment; Service Learning; College Bound Students; Outcomes of Education; Longitudinal Studies; Academic Aspiration; Volunteers + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Rassenunterschied; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerparlament; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Ethnizität; Bildungsabschluss; Bildungsgut; Service-Learning; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Freiwilliger
Abstract	Using panel data from the National Education Longitudinal Study of 1988 (NELS), the authors first analyze how civic engagement (measured in terms of community service and participation in student government) undertaken at the high school level varies across race/ethnicity and gender. The findings indicate that female high school students tend to be more civically engaged than males in the same race/ethnic group. Also, Asian students have the highest participation rates in civic activities out of the four race/ethnic groups considered here (non-Hispanic whites, African Americans, Hispanics, and Asians); Hispanics tend to be the least involved. Underlying preferences, college aspirations, and opportunity costs explain a large part of these inter-gender and inter-ethnic differences in civic engagement. This study also investigates whether civic engagement differently affects scholastic progress in four academic disciplines and subsequent educational attainment along racial/ethnic and gender lines. The empirical results show that when controlling for a host of socioeconomic characteristics, community service activities required for classes have slightly larger effects on the academic progress of males versus females, but similar effects across race/ethnicity. Finally, performing community service during high school significantly enhances the odds of subsequent college graduation overall, although less so for Hispanic females than their non-Hispanic peers. (Contains 5 tables.) [This working paper was produced by the Center for Information & Research on Civic Learning & Engagement (CIRCLE).] (ERIC).
Anmerkungen	Center for Information and Research on Civic Learning and Engagement (CIRCLE). University of Maryland, School of Public Policy, 2101 Van Munching Hall, College Park, MD 20742. Tel: 301-405-2790; Web site: http://www.civicyouth.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10