Youth Civic Development: Theorizing a Domain with Evidence from Different Cultural Contexts

Autor/inn/en	Flanagan, Constance A.; Martinez, M. Loreto; Cumsille, Patricio; Ngomane, Tsakani
Titel	Youth Civic Development: Theorizing a Domain with Evidence from Different Cultural Contexts
Quelle	In: New Directions for Child and Adolescent Development, (2011) 134, S.95-109 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.313
Schlagwörter	Evidence; Social Class; Adolescents; Foreign Countries; Citizenship Responsibility; Cultural Context; Political Attitudes; Self Concept; Social Change; Gender Differences; Role; Chile; Europe; South Africa; United States + Suchen Sie Ihr Suchwort? Evidenz; Social classes; Soziale Klasse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Political attitude; Politische Einstellung; Selbstkonzept; Sozialer Wandel; Geschlechterkonflikt; Rollen; Europa; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	The authors use examples of youth civic engagement from Chile, South Africa, Central/Eastern Europe, and the United States--and also emphasize diversities among youth from different subgroups within countries--to illustrate common elements of the civic domain of youth development. These include the primacy of collective activity for forming political identities and ideas and the greater heterogeneity of civic compared to other discretionary activities, the groupways or accumulated opportunities for acting due to the groups (social class, gender, ethnic, caste, etc.) to which a young person belongs, and the role of mediating institutions (schools, community-based organizations, etc.) as spaces where youths' actions contribute to political stability and change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10