Abstract
For 30 years political scientists largely ignored high school education in civics and government. There are two explanations for this neglect. First, the prevailing view was that students learned nothing from civics courses (Langton and Jennings 1968). Second, social scientists increasingly saw themselves as members of scientific disciplines, so whatever interest they had in precollege education was devoted to augmenting disciplinary knowledge (Haas 1977; Janowitz 1983, ch. 6).
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
