Social Studies Research Articles (Page 1)

ABSTRACT This paper examines the variegated “precarities” that migrant food delivery workers faced, as well as their tactical agencies in the Hong Kong context. Through findings from quantitative surveys and in-depth individual and focus interviews, it discusses how the “racial aggression” they experienced exposed the deeply entrenched racism in post-colonial Hong Kong. The paper then discusses the conditions for the tactical agency among migrant (gig) workers to engage in collective actions against platform injustice, especially at a time when the government had just stipulated the National Security Law in 2021. The paper argues for the “solidarity capital” of migrant gig workers, as opposed to the resident minority counterparts, which enabled them to organize public protests and mobilize online and offline connective resistance. The unprecedented “worker victory,” albeit liminal, that the migrant Pakistani leaders achieved, demonstrated some migrant solidarity resources that are often under-estimated. The paper hopes to contribute to the burgeoning interdisciplinary scholarship on migration, labour, media, and social movement studies, to articulate more nuanced forms of migrant gig labour solidarity resistance, in increasingly authoritarian politico-economic junctures in Asia.

ABSTRACT In this study, using statewide data of immigrant EL-classified students who arrived in Oregon in grades 6–12, I explore which students participate in newcomer programs and whether placement in a newcomer program leads to fuller or more constricted core content access in secondary school. I find a larger percentage of students who participate in newcomer programs are Hispanic/Latinx and Black, as well as Spanish-speakers. Students in newcomer programs tend to be more likely to be eligible for free/reduced price lunch and have the lowest initial English language proficiency level. Using matched samples generated through coarsened exact matching, I find that students who participate in newcomer programs are less likely to be enrolled in an English language arts class in their first year than their peers who do not participate in newcomer programs, as well as less likely to be enrolled in a social studies class in their third year. The relationship between newcomer program participation and enrollment in other core subjects and in other years is not consistently significant in other model specifications. Implications for policy and practice focus on ensuring course access is prioritized alongside the important services newcomer programs likely provide.

This clinical focus article describes the role that treatment intensity plays in social communication interventions utilizing augmentative and alternative communication for learners who have complex communication needs associated with intellectual disability and/or autism spectrum disorder. We delineate the parameters that comprise a frequently used treatment intensity taxonomy and provide an overview of the extant literature pertaining to treatment intensity as it applies to social communication interventions that include augmentative and alternative communication. Next, we describe several additional variables that complement treatment intensity frameworks and summarize the need for more rigorous methodological descriptions of intervention procedures in social communication intervention studies. Applications of treatment intensity frameworks represent an important component of designing and implementing replicable communication intervention protocols for individuals with complex communication needs. Complete, clear reporting of treatment intensity parameters and relevant treatment variables in the extant evidence is necessary for the benefits of a treatment intensity framework to be optimally realized for evidence-based social communication interventions for individuals with complex needs.

Social studies education at predominantly white institutions (PWIs) in the United States has long centered whiteness and Eurocentric knowledge production. In response, Black women teacher education faculty have engaged in intentional decolonizing practices to challenge dominant narratives and center marginalized perspectives. This study explored the experiences of Black women social studies education professors as they enacted curricular resistance and coped with institutional barriers at PWIs. Through narrative inquiry, participants revealed how they strategically used curriculum as a site of transformation, interrogating racialized knowledge, re-centering silenced voices, and equipping prospective educators with anti-racist pedagogies. While their work often lacked institutional support and carried significant emotional and professional risks, participants relied on culturally grounded coping strategies, including boundary setting, spiritual practice, and collectivist support networks, to sustain their efforts. Findings underscore the critical, yet often unsupported role Black women faculty play in reshaping teacher education for equity and justice.

The activity-based patriotism of a modern high school student is innovative creative work using digital technologies, the result of which is the satisfaction of public needs. As sociological research shows, the satisfaction of public needs of citizens contributes to the consolidation of society. Participation in innovative creative work is the activity-based patriotism of modern high school students, which has a positive effect on the consolidation of society to some extent. At the first stage, it is the society of classmates. The Federal State Educational Standards for Secondary General Education (2012, 2022) provide for the formation of a school graduate who is motivated to engage in creative and innovative activities. Based on the understanding that innovation is the satisfaction of a need (individual or society as a whole), and that it is within the reach of high school students to understand the current social needs (The Unified State Exam in Social Studies 2025, section 1.7), it was found that students can contribute to meeting urgent social needs using digital technologies by creating in-demand innovations (at the first stage, the simplest ones). The systematization and use of knowledge of the thematic sections of the academic subject informatics in accordance with the levels of innovation potential as a digital activation of the active patriotism of high school students becomes an effective means of training future patriots-creators of technological sovereignty of the Motherland and effective import substitution.

The aim of this study is to reveal the views of pre-service teachers in different fields about out-of-school learning environments. Phenomenology, one of the qualitative research designs, was preferred in the study. The participants of the study consisted of nine preservice teachers (Turkish language teaching, social studies teaching and science teaching) studying in the fourth grade at the faculty of education of a state university in the Central Anatolia Region of Türkiye. The data of the study were obtained through a semi-structured interview form developed by the researchers. The data were analyzed by inductive content analysis. Codes, categories and themes were determined in line with the analysis. As a result, it was found out that pre-service teachers mostly drew attention to museums as out-ofschool learning environments, thought that the out-of-school learning environments course given in undergraduate education was not sufficient and that the information conveyed in this course was not up-to-date. In addition, it was determined that out-of-school learning would provide permanent learning and enable students to develop positive attitudes towards the course. Based on these results, it is recommended to create detailed activity plans for different educational levels and different places in order to make out-of-school learning environments more productive.

Abstract Despite an increasing emphasis on digital literacy by state and national standards, many students still fail to develop essential digital literacy skills, in part because core content teachers are unprepared or lack the time to integrate these skills into their instruction. This convergent mixed methods study examined the impact of a collaborative teaching model between a social studies teacher and a librarian on sixth-grade students’ ability to apply digital literacy within a content-rich learning environment. Quantitative data were drawn from students’ summative project scores in two social studies units graded by the teacher and the librarian. Qualitative data were collected through semi-structured interviews with purposively selected students with a focus on their experience with the integrated lessons co-taught by the teacher and the librarian. Quantitative findings revealed that students’ performance on social studies projects, including disciplinary knowledge and digital literacy competencies, improved following the integrated, co-teaching unit. Qualitative data provided insight into these gains, highlighting that students developed a stronger awareness of the value of digital literacy and improved their interests in integrated lessons that combined social studies and digital literacy instruction. The convergence of the findings from the two sources provided a comprehensive understanding of teacher-librarian collaborative teaching in integrated lessons and its potential for fostering students’ digital literacy.

The study investigated the effectiveness of the Devil’s Advocate (DA) approach and the moderating influence of school location on social studies students’ learning outcomes. The research employed a quasi-experimental approach featuring pretest and posttest assessments, including a control group and a 2x2 factorial framework. The sample comprised one hundred sixty-four (164) upper basic eight Social Studies students selected from four (4) schools. The research utilised the Social Studies Learning Outcomes Test (SSLOT) as the data gathering instrument. The mean was used to examine the study questions, while an Analysis of Covariance (ANCOVA) was performed to evaluate the hypotheses. The results indicated a substantial effect of the Devil’s Advocate technique on the learning outcomes of Social Studies students; however, school location did not substantially affect the learning outcomes of students. Social Studies educators are advised to adopt the DA methodology to promote interactive learning and enhance educational outcomes. Teachers of social studies should receive training from the government on how to use cutting-edge teaching approaches, such as the DA approach, in classroom settings. Furthermore, regardless of the school's location, the government should ensure the availability of enriched learning environments that foster not only academic skills but also social, creative, and emotional growth, thereby supporting the successful implementation of student-centred teaching approaches, such as the DA approach.

Family routines and practices are recognized as critical determinants of child development. Despite extensive research on the socio-emotional benefits of family routines for school readiness in various contexts, there remains limited empirical evidence directly linking these routines to academic performance. This is because a lot of existing literature has focused on younger children below 8 years. This study sought to address this gap by examining the role of family routines on academic performance among middle school students in informal settlements. The study involved 351 middle school students and their parents from informal settlements in Nairobi, Kenya. Family routines were assessed using a structured questionnaire adapted from the Family Routine Inventory (FRI) scale. Academic performance data were obtained from the most recent school examinations of each participating student across five subjects (English, Kiswahili, Mathematics, Science, and Social Studies) as percentage scores. Results show that routines related to basic needs provision were the strongest predictors of academic performance, followed by academic monitoring routines. Emotional support routines moderately contributed to academic outcomes, while routines related to family outings and bonding had a limited impact. The study recommends further exploration of context-specific family routines using longitudinal designs to identify long-term impacts.

The main purpose of this article is to conduct an initial analysis of the meaning of the word "confession". The importance of this issue is related to the correct application of the word "confession" in the definition of scientific phenomena. In most cases, when we study relations in the sphere of religion in Kazakh society, under the boundary of "interfaith dialogue" and "confessional identity", we have the risk of confusing the phenomenon behind it with another. In this regard, this study will be aimed at defining the concept of the word "confession". Within the framework of content analysis of the theoretical foundations of the term confession, the study is carried out in the context of the corresponding article, examining its various aspects of manifestation. The conceptual features of the phenomena of religion, religiosity, confession, and denomination are presented in the research. The characteristics of religious identity and religious association within the essence of confession are analyzed within the main research framework of this article. The theoretical foundation of the article has been developed at an interdisciplinary level. The term “confession” is analyzed from religious studies, sociological, cultural, and philosophical perspectives. Based on content analysis and comparative analysis, the theological and philosophical dimensions of the concept of confession are discussed.The research conducted within the scope of this article contributes to defining the conceptual framework in social science studies related to the notions of confession, religion, religiosity, and denomination.

Background: In consideration of the central role of motivation to academic (and other) outcomes, the present study is part of a larger two-year project wherein we apply race-reimaged/race-focused perspectives to examine the ways ethnic studies promote motivation outcomes for Latinx youth. In the first year of the project, we examined curiosity as a central outcome in ethnic studies English language arts courses. Here, we focus on findings from the second year, which included social studies classrooms and a focus on self-regulation—a term that describes the behavioral, affective, motivation, and metacognitive processes that play a role in an individual’s efforts to pursue goals. Focus of Study: the research questions we examined in this study focused on the extent to which SDT was related to Latinx high school students’ self-regulation and examined how ethnic studies courses foster self-regulation through support of psychological needs reflected in SDT. We hypothesized that the race-reimaged and race-focused domains of SDT would predict self-regulation and that Latinx students in ethnic studies courses experience enhanced opportunities for autonomy, belonging, ethnic identity, and competence. Research Design: Using a qualitative-dominant sequential explanatory mixed methods design that consisted of two phases, we began with the administration of student surveys (collected in late fall and early spring of the academic year) that reflect the domains of SDT, as well as ethnic identity, for quantitative analyses. We build on the initial findings using qualitative methods that involved a subset of student interviews chosen by purposive extreme-case sampling based on self-regulation scores for students across each teachers’ classrooms during the second phase. Conclusions: Findings revealed significant paths among’ autonomy, ethnic identity, competence and students’ self-regulation. Moreover, both autonomy and ethnic identity were partially mediated by student belonging, which was found to be significantly and directly related to students’ self-regulation. Consistent with self-determination theory, there were medium to large effects in the relationships (r = .28 to .62) among autonomy, ethnic identity, and competence. Qualitative findings corroborated the paths and indicated that aims to promote student ethnic identity is a salient feature of ethnic studies classes that can support students’ motivation. Implications for future research are discussed.

Abstract This article aims to conceptualize movement texts as a crucial yet often overlooked phenomenon in the articulation of collective identity and narratives in the context of social movements. We define movement texts as symbolic acts that publicly manifest a social movement as a collective actor. Against the backdrop of the “narrative turn” in social movement studies and adjacent fields, we argue that the concept of movement text can be understood as the “missing link” in the analysis of narratives and their social contexts. We conceptualize the movement text through three interrelated dimensions: as a material artifact, a social practice, and a discursive genre. We then suggest a methodological framework for the analysis of how movement texts produce meaning, focusing on how ambivalences in the texts can be analyzed as reconciliations or negotiations of both internal tension and systemic contradiction defining the social context in which the movement acts. The contribution of this article is simultaneously theoretical, historical, and methodological, as it shifts from a one-sided focus on the “immaterial” dimensions of narratives and storytelling to an emphasis on the socio-materiality of movement texts within collective action and social change.

The Human Immunodeficiency Virus (HIV) stands as a global health threat, potentially leading to Acquired Immunodeficiency Syndrome (AIDS) if left untreated. In this study, the researcher utilized a descriptive correlational design to measure and provide a description about the level of knowledge, attitude, and perception and determine the mediating effect of perception on the relationship between knowledge and attitude in regard to HIV/AIDS. Stratified random sampling was utilized to determine participants on each participating schools, then validated questionnaires were disseminated to elicit information from the three hundred twenty-two (322) Social Studies students. Furthermore, the study used mean to measure the level of each variable, while the correlation between knowledge and attitude and perception and attitude was statistically determined by using Pearson’s ii Correlation. Linear Regression was administered to look if perception has direct influence on the correlation between knowledge and attitude about HIV and AIDS. The result revealed that respondents are knowledgeable, possess good perception, and neutral attitude toward HIV/AIDS. Also, knowledge and perception were found to have a tendency to influence the attitude of students. Additionally, perception was found to have a direct influence on the correlation between the respondents’ knowledge and attitude. It is recommended that future interventions on HIV/AIDS must not only focus on providing information but also to foster good perception in order to promote positive attitude.

Interfaith conflict resolution is a field of study concerned with practices that create harmony between different religious groups during tense atmospheres. This paper focuses on communication cues of such practices that have facilitated interfaith relations in India. It uses historical case analysis to relook at peacebuilding efforts through the edicts of Emperor Ashoka, customs of the Middle Ages like the Ganga-Jamuni Tehzeeb, contemporary mohalla (neighbourhood) committees and youth interfaith initiatives. Findings show that the communication practices used in peacebuilding interventions, such as, creating safe spaces for the discussion of theological dialogue through debates, among others, become important reminders of how respect for other religious communities is created through dialogic exchange between those of different faiths. Across the case studies, communicative sentiments such as extending a hand of friendship, establishing direct and open communication, and entering sacred spaces as respectful guests emerge as important cues that create trust and mutual respect. Such exchanges show how dialogue is also seen in gestures and recurrent practices, which make space for grassroots initiatives and pluralism that become larger communicative responses to religious violence. The discussion shows that a system that ties together common moral values, shared cultural customs, inclusive education and channels of communication that debunk rumours is combative to religious animosity and hate speech. Based on such observations, the paper provides a novel approach combining interfaith discussions, collaborative community service initiatives and local peace committees with technology, hence synthesizing lessons from historical and contemporary approaches. The recommendations made in this paper are pertinent for legislators, educators and social studies scholars looking to work towards interfaith harmony.

The study investigatedpotency of visual resources on secondary school students’ educational attainment in social studies in Ekiti state, Nigeria. Quasi-experimental design of pre-test, post-test, control groups design was adopted. The population of the study consisted of all Junior Secondary School III students in Ekiti State. The sample for the study consisted of 155 JSS III students who were selected from four secondary schools in Ekiti State using multi-stage sampling procedure. The two research instruments were used such as lesson notes on Social Studies and Social Studies Performance Test (SSPT). The face and content validity of the instruments were ensured by Social Studies and Test and Measurement experts. The reliability of the instrument was determined through test-retest method. The scores of the sampled students were analysed using the Pearson Product Moment Correlation Coefficient Analysis. A reliability coefficient of 0.85 was obtained. The research hypotheses were tested a 0.05 level of significance. Findings found thatthere is a significant difference in the pre-test and post-test scores of Social Studies students when virtual resources were used. This study concluded that using visual resources for teaching Social Studies students is more effective than conventional methods of teaching as the performance of students taught with visual resources was better than their counterparts who were not taught with it. The study recommended that to improve Social Studies students’ academic performance, the use of visual resources should be encouraged in teaching Junior secondary schools’ students in Ekiti State. The school authority should organise in-service training for retraining of Social Studies teachers through seminars to update their knowledge and create awareness on the relevance of instructional resource meant for teaching Social Studies students.

The study investigatedpotency of visual resources on secondary school students’ educational attainment in social studies in Ekiti state, Nigeria. Quasi-experimental design of pre-test, post-test, control groups design was adopted. The population of the study consisted of all Junior Secondary School III students in Ekiti State. The sample for the study consisted of 155 JSS III students who were selected from four secondary schools in Ekiti State using multi-stage sampling procedure. The two research instruments were used such as lesson notes on Social Studies and Social Studies Performance Test (SSPT). The face and content validity of the instruments were ensured by Social Studies and Test and Measurement experts. The reliability of the instrument was determined through test-retest method. The scores of the sampled students were analysed using the Pearson Product Moment Correlation Coefficient Analysis. A reliability coefficient of 0.85 was obtained. The research hypotheses were tested a 0.05 level of significance. Findings found thatthere is a significant difference in the pre-test and post-test scores of Social Studies students when virtual resources were used. This study concluded that using visual resources for teaching Social Studies students is more effective than conventional methods of teaching as the performance of students taught with visual resources was better than their counterparts who were not taught with it. The study recommended that to improve Social Studies students’ academic performance, the use of visual resources should be encouraged in teaching Junior secondary schools’ students in Ekiti State. The school authority should organise in-service training for retraining of Social Studies teachers through seminars to update their knowledge and create awareness on the relevance of instructional resource meant for teaching Social Studies students.

Science and Social Studies (IPAS) learning in primary schools still tends to be teacher-centred, resulting in students being less actively involved and experiencing difficulties in understanding complex concepts. Based on observations, the low level of student enthusiasm is influenced by the limited use of media, which is still restricted to textbooks and conventional media. This study aims to develop more engaging multimedia learning materials to help students understand the material in an easier and more enjoyable way. The research used the Research and Development (R&D) method with the 4-D model (Define, Design, Develop, Disseminate) through the stages of needs analysis, design, development, expert validation, limited testing, and product dissemination. The media was developed using Microsoft PowerPoint and can be accessed via Android and Windows devices. Data were obtained through validity and practicality questionnaires, which were analysed quantitatively and qualitatively. The results showed that the media was classified as ‘highly valid’ with a validity level of 98% in terms of material and 97% and 94% in terms of media, and was classified as ‘highly practical’ with a practicality score of 97% for teachers and 97.5% for students. Thus, this learning multimedia is suitable for use in improving students' focus and understanding of animal food chain material.

This essay will focus on the theoretical and political importance of anti-caste writings, taking Dalit feminist author Baby Kamble’s The Prisons We Broke (2009). It proposes that such Dalit writings need to be considered manifestos as they have an important role in advancing manuski or the human rights of Dalits. Anti-caste literary writings are critical foundations of the field of Dalit studies and enable Dalit theory to articulate and uphold the historical and contemporary conditions of Dalits’ oppression. Such manifestoes are thus documents for a radical future that shape the field of social studies, political theories, and social movements.

This article describes a semester-long qualitative research project involving elementary preservice teachers exploring local histories and historical figures in the Southwest Borderlands region. This project delves into the process of facilitating preservice teachers’ design and implementation of integrated social studies thematic units, shedding light on lesser-known historical figures in New Mexico. We outline how children’s literature was a vital component of each unit, serving as mirrors, windows, and sliding glass doors fostering students’ learning and engagement. A cornerstone of this project is spotlighting practice-based teacher education, providing preservice teachers the opportunity to connect theory and practice.

ABSTRACT Drawing on Freire’s notion of unfinishedness, this study explored the experiences of P-20 social studies teachers in the U.S. who participated in a five-part professional learning series on the intersections of the school-prison nexus and justice-centred praxes. Findings from the study reveal that, in part, the spatial, pedagogical, and curricular contours of the professional learning series created safe and vulnerable conditions for the participating teachers to build richer conceptual understandings and actions related to carcerality and justice in P-20 social studies classrooms. As a result of their professional learning experience, the participating teachers discovered themselves, their pedagogies, their curricula, their schools, and their worlds as unfinished. That is, in constructing analyses of the incompleteness of oppression present in their schooling experiences, they also discovered their roles in resisting and refusing these structures of enclosure. In addition to offering an expansion to current iterations of critical professional learning, the authors share spatial, pedagogical, and curricular implications that they hope move professional learning for P-20 teachers through and towards unfinishedness.