Encouraging Civic Knowledge and Engagement: Exploring Current Events Through a Psychological Lens

Debbie Van Camp,Stacey-Ann Baugh

doi:10.14434/josotl.v16i2.19199

Debbie Van Camp, Stacey-Ann Baugh

Open Access

https://doi.org/10.14434/josotl.v16i2.19199

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Abstract

Engagement with political, social and civil issues is a fundamental component of an educated population but civic knowledge and engagement are decreasing among adolescents and young adults. A Psychology in Current Events class sought to increase this engagement and key skills such as critical thinking. A pre-posttest comparison found that the class significantly increased students’ civic engagement, civic knowledge, multicultural sensitivity, applied thinking skills, as well as skills such as their ability to consider alternative viewpoints, appreciate diversity, monitor current events and think critically.

Highlights

Engagement with political, social, and civil issues is a fundamental component of an educated population, but civic knowledge and engagement are decreasing among adolescents and young adults
Our first research question asked whether students would demonstrate a higher degree of civic knowledge and engagement after taking the class
The effect sizes for all significant findings were medium to large, suggesting that the class has an impact on these components of civic knowledge and engagement

Summary

Introduction

Engagement with political, social, and civil issues is a fundamental component of an educated population, but civic knowledge and engagement are decreasing among adolescents and young adults. Among those groups that are historically and currently underrepresented in the political process are those with low income and less education (Coley & Sum, 2012; Kahne & Sporte, 2008) as well as recent immigrants and those with limited English proficiency (Kahne & Sporte, 2008) This empowerment gap is reflected in the civic knowledge of traditionally oppressed groups.

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