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Civic education among historically marginalized youth in an urban setting
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Burroughs, Greer. Civic education among historically marginalized youth in an urban setting. Retrieved from https://doi.org/doi:10.7282/T3D79BHH

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TitleCivic education among historically marginalized youth in an urban setting
NameBurroughs, Greer (author); Rubin, Beth C. (chair); Abu-Haj, Thea (internal member); Mitchel, Lourdes (outside member); Rutgers University; Graduate School of Education
Date Created2010
Other Date2010-05 (degree)
SubjectSocial Studies Education, Achievement motivation in youth, Urban youth--Education, Civics--Study and teaching
Extentviii, 223 p. : ill.
DescriptionMany American citizens have remained outside of the political process and therefore have not been able to effectively advocate for the full rights, privileges and responsibilities that American citizenship makes possible. For youth from historically marginalized populations who are growing up in lower-income urban areas, the issue becomes complicated by structural and social forces that impact the community and the schools. Although education may be a vehicle to provide young people with the requisite elements for civic engagement, questions abound as to what "type" of civic education curricula and instruction may be successful amidst the complex context of low-performing schools and urban communities. This dissertation investigated a classroom and curriculum in-use to better understand the contextual factors that inhibit or advance learning in this environment. The sample class, eighth grade students at an urban middle school, was observed as they engaged in a study of the citizen's role in the public policy making process using the Center for Civic Education's Project Citizen Curriculum. Following a qualitative case study model multiple methods of data collection were employed that allowed for the students' experiences to be explored in depth. Findings from this study provide educators and policy-makers with crucial insights to: curriculum materials and teaching strategies that the students related well to; promising practices to increase student performance; and a greater understanding of the students' knowledge and skills beyond what standardized test scores can reveal. The findings also challenge traditional notions of citizenship education and consider practices that may have specific relevance to historically marginalized populations.
NoteEd.D.
NoteIncludes bibliographical references
NoteIncludes abstract
Noteby Greer C. Burroughs
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3D79BHH
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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