Preparing for Citizenship: Immigrant High School Students' Curriculum and Socialization

• Rebecca M. Callahan ^[1] ; Chandra Muller ^[2] ; Kathryn S. Schiller ^[3]
  1. [1] University of Georgia

     University of Georgia

     Estados Unidos

     
  2. [2] The University of Texas
  3. [3] SUNY University at Albany

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• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 36, Vol. 2, 2008, págs. 6-31
• Idioma: inglés
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• Resumen

  • Immigrant adolescents are one of the fastest growing segments of our population, yet we know little about how schools prepare them for citizenship. Although prior research suggests that high school civics education, academic achievement, and a sense of connection increase political participation in early adulthood, we do not know if these processes apply to immigrant youth. Using longitudinal, nationally representative data from the Adolescent Health and Academic Achievement study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we employ multilevel models to investigate the effects of formal and informal school curricula on early adult voting and registration. We find that children of immigrant parents who take more high school social studies coursework have higher levels of reported voter registration and voting. In addition, attending a high school where students have a greater sense of connection or where parents have more education are important predictors of registration and voting, regardless of immigrant status.