Civic Learning and Democratic Engagement in College Settings
出版項
2020
說明
1 online resource (166 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertations Abstracts International, Volume: 81-11, Section: A
Advisor: Gopaul, Bryan
Thesis (Ph.D.)--University of Rochester, 2020
Includes bibliographical references
The purpose of this study was to explore how students develop an understanding of democracy and democratic engagement through informal learning in mini-polities, mini-publics, or local democracies in college settings. By developing insights into informal learning as one domain in a taxonomy of civic learning, researchers and educators may be positioned to leverage formal and informal civic learning to address the recurring concern for a democratic agnosticism in youth and adolescent populations (Flanagan & Levine, 2010; Kliewer, 2013; Saltmarsh & Hartley, 2011).This dissertation study builds on the robust finding that college-going is the strongest predictor of voting and community-involvement in adulthood, but it is not clear what it is about college-going that yields this result (Finley, 2011). A recent multi-cohort study by Keen and Hall (2009) established that opportunities for dialogue, deliberation, and shared decision making - three key experiences that contribute to civic learning - have a unique relationship to co-curricular engagement. This proposal aims to use the framework of transformational learning to explore college students' experiences of civic learning in informal co-curricular settings. I mobilize Stake's (1995) approach to qualitative case study research to address two research questions: 1.How do college-going adolescents and emerging adults describe and understand their experiences, ideals, and practices of democratic learning in non-traditional settings?2.How do contexts such as mini-publics, local democracies, and mini-polities shape students' awareness of:a.Deliberationb.Shared decision-makingc.Civic efficacy
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021
