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Civic education among historically marginalized youth in an urban setting
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Civic education among historically marginalized youth in an urban setting
SubTitle
promising practices
Identifier
ETD_2697
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052902
Language
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(type = code)
English
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Social Studies Education
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Achievement motivation in youth
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Urban youth--Education
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Civics--Study and teaching
Abstract
Many 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.
PhysicalDescription
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electronic resource
Extent
viii, 223 p. : ill.
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application/pdf
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Note
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Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
Includes abstract
Note
(type = statement of responsibility)
by Greer C. Burroughs
Name
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Burroughs
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Greer
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1964-
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author
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Greer Burroughs
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Rubin
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Beth C.
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chair
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Advisory Committee
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Beth C. Rubin
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(type = family)
Abu-Haj
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internal member
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Advisory Committee
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Thea Abu-Haj
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Mitchel
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Lourdes
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outside member
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Advisory Committee
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Lourdes Mitchel
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Rutgers University
Role
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degree grantor
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Graduate School of Education
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school
OriginInfo
DateCreated
(qualifier = exact)
2010
DateOther
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2010-05
Place
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(type = code)
xx
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
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(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/T3D79BHH
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
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(type = personal)
Name
FamilyName
Burroughs
GivenName
Greer
Role
Copyright Holder
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Type
Permission or license
DateTime
2010-05-05 00:11:14
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Role
Copyright holder
Name
Greer Burroughs
Affiliation
Rutgers University. Graduate School of Education
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Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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ETD
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application/pdf
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application/x-tar
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1443840
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