Development Of Civic Identity Research Articles

Development of civic identity in penal institutions in Ukraine

Development of civic identity in penal institutions in Ukraine

Conditions contributing to productive family-school cooperation aimed at developing civic iden-tity and patriotism in adolescents: With the main focus on representatives of indigenous small-numbered peoples (the Kumandins)

Introduction. The article examines the problem of productive cooperation between family and school aimed at the development of civic identity and patriotism in Kumandin adolescents as representatives of indigenous small-numbered people, taking into account their ethno-cultural characteristics. The purpose of this article is to identify the conditions enhancing productive cooperation between family and school in solving the problems of forming civic identity and patriotism in Kumandin adolescents. Materials and Methods. The methodological basis of this study includes scientific works by leading experts devoted to the formation of civic identity and patriotism. The empirical data were obtained in Altai Krai in 2023-2023. The study used ‘My Ethnicity’ sociological questionnaire, which enabled the authors to identify cognitive and affective aspects of adolescents’ ethnic identity. Using the scale of civic consciousness as patriotism and nationalism of the International Social Survey Programme (ISSP) allowed to assess constructive and non-constructive manifestations of adolescents’ civic identity. Also, the authors used D. J. Finney’s Ethnic Identity Scale for assessing adolescents’ ethnic identity. In order to identify factors determining the formation of civic identity and patriotism in Kumandin adolescents, a survey of school teachers was conducted and moral education curricula were analyzed. The study involved 90 Kumandin adolescents. Results. The article presents a theoretical analysis of approaches to the formation of civic identity and patriotism. The results of the study showed that the majority of Kumandin adolescents demonstrated a high level of ethnic identification. Based on research data obtained by means of D. J. Finney’s inventory, the authors identified high internal consistency in the manifestations of cognitive and emotional components of adolescents’ ethnic identity. The authors revealed significant features in the intensity of various components of civic and ethnic identity among Kumandin adolescents compared to representatives of other nationalities. In particular, statistically significant strong (d from 0.65 to 0.92) differences were found for all indicators of ethnic identity according to D. J. Finney’s method, with average values higher among Kumandin adolescents. At the same time, it has been found that Kumandin adolescents have a poor understanding of the culture and traditions of their ethnic group, practically do not speak the Kumandin language, and do not strive to demonstrate their belonging to the indigenous people. The study showed the need for schools to organize conditions for productive cooperation between family and school aimed at the formation of civil identity and patriotism in Kumandin adolescents: targeted and systematic educational work on studying Kumandin culture and preserving the language in classes attended by Kumandin students, involving the family as part of civic and patriotic education by means of social projects, engaging Kumandin teenagers to participate in civic and patriotic events related to their ethnic characteristics, developing recommendations for teacher. Conclusions. Based on the data obtained, the authors identified the conditions for productive cooperation between family and school aimed at developing civic identity and patriotism in Kumandin adolescents.

Cultivating a Civic Identity using a Feminist Cohort Model: An Analysis of Tulane’s Newcomb Scholars Program

Analysis of the Newcomb Scholars program at Tulane University offers a case study in the development of civic identity through participation in a four-year curricular program with community engagement and service-learning grounded in feminist pedagogies and theories. Each year, twenty intellectually curious and ambitious undergraduates are selected to participate in an academically rigorous interdisciplinary learning experience centering feminist leadership. Using data from a recently completed 10-year evaluation of the Newcomb Scholars program, this article considers how these students’ civic identity is forged because of curricular and co-curricular experiences and persists in post-graduation settings. Evaluation data includes longitudinal survey responses, participant grade data, and demographic information of program participants. Our analysis examines how the components of the Scholars program adhere to the five building blocks for developing a healthy civic identity and shares results from the program’s 10-year assessment (Schnaubelt, et al 2022). Special focus is placed on participants' commitment to feminism as a political issue, a defining element of a healthy civic identity. Significantly, the study found nearly 77% of respondents to the alumnae survey agreeing that they are currently engaged in some level of feminist work and 95% of respondents identifying as a feminist. The cohort structure is also a focus. It keeps the Newcomb Scholars together for curricular and co-curricular experiences across four years, allowing them to practice the building blocks of a healthy civic identity in the context of an enduring community. Further, we discuss the challenges the program has experienced due to institutional and organizational constraints. Finally, we offer thoughts on how to address these concerns within a context of national democratic threat and decreased trust in higher education.

The Lens of Civic Identity: A Developmental Model for Undergraduate Education

For democracy to thrive, citizens must be engaged participants. Higher education must foster the growth of citizens through experience. This will enable undergraduates to develop their individual Civic Identities, whereby they see themselves as “active participants in society with a strong commitment and responsibility to work with others towards public purposes,” as defined by the AAC&U.; In A Framework for Understanding Student Engagement and Outcomes, Schnaubelt et al. ask whether it’s important to have a definition of civic identity, and what that definition might be. These questions are similar to questions our campus has been discussing for many years. The answer we have found is that, paradoxically, while a clear definition is important, the specific term (i.e. “civic identity”) does not need to be explicitly in that definition. Herein, we describe the multi-year, democratic process of creating and supporting an across-campus movement to centralize civic identity development into a higher education curriculum. The work was framed through a new model that provided specific developmental stages for students. Through this model, students and campus educators better understood and embraced college-wide civic learning outcomes that embrace the Building Blocks One and Two described by Schnaubelt: Capacity to engage constructively across differences and Democratic knowledge and skills. This ongoing work has been successful precisely because we engaged constructively in a democratic process of generating buy-in across campus. For example, we found that the term “civic identity” did not resonate on our campus as an outcome per se. Instead, it became a lens to focus discussion: What does civic identity mean in the context of our ethos? At our institution, it means “fostering a just, equitable, and sustainable world.” Our work gave rise to an update to the college’s Mission Statement, revisions to General Education requirements, and a common writing prompt across First-Year Seminars. We have also begun using our model for assessment: How do we measure a student’s capacity to engage across differences, and their development of democratic knowledge, habit, and skills? With foundational pieces built into First-Year Seminars, all incoming students engaged with civic learning in their first semester, and the common writing prompt became a useful tool for assessment. Annual retreats dedicated to evaluation of the student responses to this prompt became an ongoing opportunity to discuss and maintain buy-in, as well as a place to understand how students are developing their civic identities; we present data collected over four years of this work. This article provides a map as well as lessons learned to support other colleges’ work to live into the call from A Crucible Moment (2012) to make civic learning an integral part of a college education.

Becoming Entrepreneurs of Connection: How community partnerships shape engagement across difference and anti-poverty commitments

This article contributes to the civic identity development literature by exploring how a scholarship program emphasizing entrepreneurship and economic revitalization can facilitate engagement across difference in pursuit of shared anti-poverty commitments. Drawing on theories of entrepreneurial action, civic identity development literature, and a mixed methods approach, we propose a framework for how students conceptualize identity, race, and poverty as entrepreneurs of connection. The role of uncertainty is central to entrepreneurial action and a hallmark of community engagement. Combining an inquiry into their own sense of identity in relationship to their peers and community partners, students contribute to the development of the entrepreneurial ecosystem by making connections at the interpersonal, organizational, and systems levels. Students merge an understanding of their personal identities and situational context to build trust with diverse peers and community partners. Entrepreneurs of connection take action with community partners to pursue innovative solutions with a focus on social change.

Civic identity of youth as an important element of modern sociocultural transformation of society

The main purpose of the study is to identify the significance of civic identity for young people and its impact on modern socio-cultural processes in Kyrgyzstan. The methodology of the research is represented by systematic, socio- cultural, comparative, semiotic analyses, as well as the synthesis method. A survey of 117 university students was conducted to provide additional data on the civic identity of Kyrgyz youth. In addition, the development of civic identity among young people in China and Turkey was analysed for comparison. Despite differences in historical and cultural contexts, factors like education, media, and government policies impacted youth civic identity in all three countries. The study results showed that the civic identity of young people is one of the key factors in modern socio-cultural transformations of society, determining the lifestyle and value orientations of young people, influencing their perception of public roles and responsibility. It is determined that periods of social transformations, civic identity is able to take on a variety of manifestations, influencing the processes of socialisation among young people, and, ultimately, their ability to perceive and join the values prevailing in a particular society. In addition, the findings indicate that it is important to understand the level of influence of the cultural and historical context on the development of the civil identity of certain countries. The results emphasise the importance of adapting policies and government programmes to current socio-cultural realities. The significance of the findings is expressed in the actualisation of the issue under study. The results obtained enrich the theoretical understanding of civic identity and its role in the modern socio-cultural processes of Kyrgyzstan and the world, contributing to the field of socio-cultural transformations and the study of youth identity

Психолого-педагогические основы развития гражданской идентичности в процессе профессионального образования в высшей школе

The formation and development of civic identity are one of the important tasks of the education system and upbringing of youth. Modern education in general faces serious challenges and problems in the formation of social and civic identities among the younger generation. The purpose of this article is to conduct a theoretical analysis of the methodological foundations of the formation of civil identity and present the main directions and stages of its development in the educational and extracurricular educational process in higher education. The content of the article substantiates the need for scientific development of the phenomenon being studied on the basis of psychological and pedagogical methodology. The problems of the formation of civic identity in Russian and foreign studies are considered. The authors present a theoretical analysis of the concepts of “civic education” and “civic identity” as polyscientific and interdisciplinary categories, on the basis of which the structure of a person’s civic identity is constructed, consisting of cognitive, emotional, value and behavioral components. The novelty of the research lies in the fact that, based on the theoretical analysis carried out, the work identifies and illustrates in the form of a model the main markers of the formation of civic identity, focusing on which allows us to develop and introduce into the educational process educational technologies to support the development of civic identity among modern youth. The content of the article highlights and substantiates the main stages and forms of development of students' civic identity at different stages of education. In conclusion, it is noted that the process of civil self-determination of young people is a strategically important goal in shaping the security of the Russian state. A special role and mission for the implementation of the technology for the formation of civil identity is assigned to the teacher. Of course, to implement educational technologies, it is necessary, first of all, to work with the teaching corps of representatives of higher education, with the civic consciousness of the teaching staff, who form and develop the human capital of the country’s future generations.

Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces

Context:This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools.Research Question:How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)?Research Design:This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data.Conclusions/Recommendations:The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.

Where “Here” and “There” Intersect: The Role of Transnational Spaces in Civic Identity Development Among Educational Sojourners in the United States

Background/Context: Few studies have examined civic identity development among international individuals on educational sojourns in the United States. This study broadens our understanding of processes that facilitate meaning making of sojourn experiences among socioeconomically diverse international students from Thailand. Specifically, I focus on examining transnational spaces as platforms for social interactions, exchange of ideas, and development of individual and collective practices, and their overall impact on the civic self. Research Design: Data for this study were collected through semi-structured individual interviews with 21 Royal Thai Scholars who pursued multiyear study in the United States and then returned to their home country to contribute their knowledge and skills. Participants were at different points of their educational sojourns at the time of the data collection; 16 were enrolled in boarding schools, colleges, or universities, and five completed their studies and returned to Thailand. Conclusions: Findings suggest that transnational spaces play three roles that contribute to the development of civic self: they afford opportunities for connection with other transnational individuals to process sojourn experiences and help develop strategies to navigate them; they serve as political socialization spaces in which youth become aware of and connected to their communities; and they serve as platforms where youth develop criticality, voice their opinions, and build empathy. The study highlights the importance of creating intentional opportunities for international students that help them develop cognitive, emotional, moral, and active engagement skills, process their experiences, and facilitate the formation of their transnational civic identities.

Who am I and what do I care about? Supporting civic identity development in civic education

There is increasing urgency to broaden access to inclusive and culturally sustaining K-12 civic education. Civic education can foster young people’s development of their civic identity, which can support a functioning American democracy. Civic education often includes opportunities for learners to develop civic knowledge, skills, and dispositions, but not all learners may see themselves represented in traditional forms of civic education. In this essay, we propose reframing approaches to developing knowledge, skills, and dispositions by focusing on how they can be brought together to support the development of civic identity. First, we describe relevant literature on civic education. We then explain how three aspects of civic education inform learners’ development of a civic identity: personal identity and values, mastery of civic knowledge, and creative capacity for civic action. We close with recommendations for how to support civic identity development in K-12 education.

Value orientations and attitudes towards money among Russian and Chinese students as characteristics of the economic behavior of young people

Introduction. In the global economy, young people from the perspective of public administration are considered as intellectual capital. The purpose of this article is to conduct a comparative analysis of value orientations and attitudes towards money as indicators of economic behavior among Russian and Chinese students. Methods. The study used the following methods on a sample of 88 Russian and Chinese students: 1) Questionnaire by B. Klontz and T. Klontz “Monetary Attitudes” adapted by Bayazitova, T.A. Lapshova; 2) Portrait Value Questionnaire by S. Schwartz (PVQ-RR) adapted by T.P. Butenko, D.S. Sedova, A.S. Lipatova); 3) Questionnaire “Moral assessment of money” E.I. Gorbacheva and A.B. Kupreichenko. Statistical analysis of the data used the Mann-Whitney U test, Spearman's rank correlation coefficient and cluster analysis. Research results. In the process of conducting empirical analysis, significant differences were identified between Russian and Chinese students in the manifestations of value orientations such as: 1) reputation (0.036; p ≤ 0.05); 2) personal safety (0.04; p ≤ 0.05); 3) conformity - rules (0.026; p ≤ 0.05); 4) modesty (0.004; p ≤ 0.01). Russian students value their reputation and personal safety more; on the money avoidance scale, Chinese students have a significantly higher indicator compared to Russian students (0.026, p ≤ 0.05). As a result of the correlation analysis, significant relationships between the scales were found among Russian students: (p ≤ 0.05): 1) avoidance of money - hedonism (r = -0.300), modesty (r = 0.298), benevolence (r = -0.353); 2) money as status – modesty (r = -0.333); 3) worship of money - independence of thought (r = 0.375), independence of action (r = 0.331), hedonism (r = 0.341), power - dominance (r = 0.351), security - personal (r = 0.336), benevolence - duty ( r = 0.330). Among Chinese students, significant relationships were found for the following indicators: In the group of Chinese students, the following relationships were identified (p ≤ 0.05): 1) money as status - power - resources (r = 0.312), traditionalism (r = 0.302); 2) worship of money - independence of thought (r = 0.310), conformity - rules (r = 0.320), conformity - interpersonal (r = 0.372), modesty (r = 0.318); 3) vigilance regarding money - achievement (r = 0.315), power - resources (r = 0.309), conformity - rules (r = 0.304). The use of cluster analysis made it possible to identify positive and moral-conflict types of attitudes towards money among Russian students, and among Chinese students - morally uncertain and compromising-positive types of attitude towards money. Conclusion. As a result of the study, recommendations were proposed for the development and correction of indicators of economic behavior among young people: 1) introduction into educational practice in higher education of methods for developing students' knowledge in the field of financial literacy; 2) development of civic identity and patriotic feelings, which act as psychological support for students on the path to professional development and financial success; 3) developing students’ attitude towards money as a result of personal and professional self-realization; 4) providing information and education to foreign students in the field of economic behavior in Russia in order to successfully adapt to a foreign cultural environment.

Transformations of the Civic Identity of the Bukovinians: the Experience of the 20th - Beginning of the 21st Centuries

In her research, the author examines the peculiarities of socio-political processes in Bukovina (primarily its northern part) from the 20th century to the beginning of the 21st century in terms of their reciprocal relationships with the processes of forming the civic identity of the region's inhabitants. The article draws attention to the role and significance of the First World War in the formation of the national identity of Ukrainians in the region and the activation of the national liberation movement in the region. Special attention is paid to the Soviet period, during which the formation of the so-called "Soviet man" (homo sovieticus) took place, who was devoid of a sense of national patriotism and had lost his national identity. The processes of forming an independent Ukrainian state and the relationship between democratization of socio-political life and the growth of civic identity are analyzed. The author emphasizes the importance of educational activities for the development of civic identity.

Building Citizens for the Future: A Case Study of 4-H Members’ Experiences During the Citizenship Washington Focus Program

In recent decades, numerous approaches have been used to promote the development of youth’s civic identity. Evidence of the success of these approaches, however, is insufficient. In response, this case study sought to document the outcomes of Louisiana 4-H members who participated in the Citizen Washington Focus (CWF) program. Through our analysis of the data, five themes emerged: (1) Positive Sparks, (2) Learning About Self and Others, (3) Youth-Adult Partnerships, (4) Program Engagement, and (5) Practicing Civic Skills. We interpreted findings through the lens of Arnold’s 4-H Thriving Model, which provided insight into how the 4-H members experienced civic identity development as a result of the CWF program. We concluded CWF served as a powerful way to assist youth in developing their civic identity. For example, participants discussed building skills and practicing such during the program, which improved their self-efficacy. The 4-H members also highlighted bill writing and civil discourse as skills they transferred into their lives after returning home. Going forward, implications and recommendations are offered for future research, theory, and practice.

Creating something out of nothing: Enacting critical civic engagement in urban classrooms

Critical civic engagement (CCE) is a pedagogical framework for civic education in urban settings. CCE as a pedagogical approach engages student lived experience, develops critical thinking, and facilitates informed civic action projects. In this phenomenological study of teachers in four urban high schools in a large urban school district, the author seeks to understand how teachers experience the enactment of CCE elements in schools with majority African American or Latinx student populations. The author argues that CCE practices can and should lead to the development of civic identity as a critical outcome for students in contrast to more formal measures of academic achievement. Civic identity is the foundation upon with engagement in public life is built. The study suggests that the enactment of CCE elements provides a powerful learning and identity formation experience for students and a pedagogical process that inspires teachers and their student-centered practices.

Student perceptions of support for civic identity development and identity exploration in a discussion-based U.S. government course

Undergirded by theories of civic identity development, transformative pedagogies, and the promotion of identity exploration in the academic curriculum, this qualitative study examines five high school students’ perceptions of support for their civic identity development and identity exploration within a twelfth-grade Advanced Placement (AP) U.S. Government course. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed individual and cross-case analysis. The findings of this study indicate that the frequent use of discussion-based practices is supportive of identity exploration for students in different statuses of civic identity. All participants perceived support from their AP U.S. Government teacher and all perceived unique value in various class activities. The role of the instructor as an intentional agent for civic identity development and adolescent identity exploration is considered.

Гражданская и этническая идентичность населения Республики Башкортостан: уровни, интенсивность и факторы

The article shows the importance of the development of civic identity of the population in the Russian Federation in order to form an all-Russian civic political nation with the simultaneous ethnocultural development of the peoples inhabiting our country. The results of a study of the general civil, regional and ethnic identity of the population of the Republic of Bashkortostan, their correlation, as well as the possibility of positive compatibility are presented. It is shown that the intensity of the group identity of the population is determined by such factors as the degree of urbanization, education level, age, ethnicity.

Громадянська освіта в Україні як засіб формування громадянської ідентичності

The importance of creating a system of civic education for the democratic transit of post-totalitarian countries and the formation of civic identity in such countries is revealed. The urgency of forming a civic identity for Ukraine is too high, because its existence should guarantee the further development of civil society, which has just begun to emerge in the country. One of the factors that can significantly influence the further development of civic identity is the creation and functioning of a system of civic education that could support the process of stable existence of relevant institutions. The purpose of this article is to analyze the developed concepts of civic education as a factor influencing the processes of formation of civic identity in modern Ukraine. The proposed concepts of civic education development in Ukraine are considered, including both official government projects and those proposed by initiative groups, in particular from the Institute of Civic Education NaUKMA. Conclusions are made on the implementation of changes in the current state of implementation of civic education in the country in order to meet its objectives of civic identity and ensure sustainable democratic development. The authors conclude that in the implementation and regulation of the functioning of civic education Ukraine has followed a certain, not always linear path, which is reflected in the creation of two different approaches to determining the content of civic education. According to the authors, the analysis of the approved and proposed concepts reveals the lack of a clear understanding of the essence of civic identity and the need to implement it in the texts of government programs. Effective civic education should provide for the practical consolidation of acquired knowledge and skills in the process of: a) active participation in the self-governing bodies of educational institutions; b) involvement of students and other young people in civic activities and volunteer projects aimed at developing the institutions of civil society and democracy; c) excursions, meetings with representatives of public administration, local self-government in order to get acquainted with the work of relevant institutions.

ИССЛЕДОВАНИЕ СТАНОВЛЕНИЯ ГРАЖДАНСКОЙ ИДЕНТИЧНОСТИ МОЛОДОГО ПОКОЛЕНИЯ РОССИЯН: ИНТЕГРАТИВНЫЙ ПОДХОД

The article presents an integrative approach to the study of the process of formation of civil identity, where civil identity is understood as a conscious process of a person's identity with a certain civil society in a specific socio-cultural context, acceptance of the values of this society, as well as an active positive influence on its development. The authors of the article took the concept of integration as a synthesis of social sciences as a basis for studying the integrative approach and applied it to the concept of civic identity. After conducting a detailed analysis of encyclopedic publications, they came to the conclusion that an integrative approach to the formation of civic identity as a political concept consists in understanding this process as an integrative phenomenon, and at the same time, taking into account the integrative foundations of its formation. The authors of the article consider personality as an integrative phenomenon, which, integrating into civil society, becomes a part of it, influencing its formation and development. At the same time, the personality and its civic consciousness develop in the context of sociocultural transformation, where sociocultural transformation is an integrative environment for the development of civic identity of the modern young generation. The authors come to the conclusion that it is more effective to form civic identity with the help of social technologies of unification and on the basis of transdisciplinarity (according to Piaget), through the construction of integrative structures for the formation of civic identity with the involvement of research results in the fields of political science, sociology, philosophy, psychology, pedagogical practice and methodology.

Typology of deviant adolescents’ inner position of as the basis for manifestations of normative and antisocial orientations in the context of civic identity development

Typology of deviant adolescents’ inner position of as the basis for manifestations of normative and antisocial orientations in the context of civic identity development

THE DEVELOPMENT OF CIVIC IDENTITY OF STUDENTS AT FGKOU "OMSK MILITARY CADET CORPS"

THE DEVELOPMENT OF CIVIC IDENTITY OF STUDENTS AT FGKOU "OMSK MILITARY CADET CORPS"