Inequalities in youth citizenship knowledge
Keywords: citizenship competence, language, compositional effects, primary education Highlights: • Is acquiring individual citizenship knowledge also associated with peer language environment? • Students in classes with lower language achievement attain higher civic knowledge scores • High la...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | deu |
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Bielefeld University
2022-10-01
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| Series: | Journal of Social Science Education |
| Subjects: | |
| Online Access: | https://www.jsse.org/index.php/jsse/article/view/4946 |
| _version_ | 1811227078773702656 |
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| author | Bram Eidhof Geert Ten Dam Anne Bert Dijkstra Herman van de Werfhorst |
| author_facet | Bram Eidhof Geert Ten Dam Anne Bert Dijkstra Herman van de Werfhorst |
| author_sort | Bram Eidhof |
| collection | DOAJ |
| description |
Keywords: citizenship competence, language, compositional effects, primary education
Highlights:
• Is acquiring individual citizenship knowledge also associated with peer language environment?
• Students in classes with lower language achievement attain higher civic knowledge scores
• High language-achievement students do better if part of lower language achievement class
• Students with lower achievement level do better when part of a better performing class
• Also the variance in language skills in the class influences citizenship knowledge
Purpose: The degree to which inequalities in citizenship outcomes of students develop, may depend on the composition of the classroom. We investigate to what degree language competences of the students’ class mates are associated with youth citizenship knowledge.
Design/methodology/approach: A Dutch nationally representative data was used. Given the nested structure of the data, multilevel analyses were performed.
Findings: Inequalities in citizenship knowledge may be reduced when low language ability students are surrounded with classroom peers who display both variation in and high average levels of language ability. Being surrounded with high language ability peers was shown to have a negative general effect on citizenship knowledge of lower performing students, in line with the big-fish-little-pond effect.
Research limitations/implications: Before recommending our findings as a basis for policy-making within schools, additional evidence must be gathered to establish the causal nature of the relationships suggested by our analyses.
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| first_indexed | 2024-04-12T09:35:28Z |
| format | Article |
| id | doaj.art-4413ce783749495f83a4583f45e373aa |
| institution | Directory Open Access Journal |
| issn | 1618-5293 |
| language | deu |
| last_indexed | 2024-04-12T09:35:28Z |
| publishDate | 2022-10-01 |
| publisher | Bielefeld University |
| record_format | Article |
| series | Journal of Social Science Education |
| spelling | doaj.art-4413ce783749495f83a4583f45e373aa2022-12-22T03:38:14ZdeuBielefeld UniversityJournal of Social Science Education1618-52932022-10-0121310.11576/jsse-4946Inequalities in youth citizenship knowledgeBram Eidhof0Geert Ten Dam1Anne Bert Dijkstra2Herman van de Werfhorst3Bureau Common GroundUniversity of AmsterdamUniversity of AmsterdamUniversity of Amsterdam Keywords: citizenship competence, language, compositional effects, primary education Highlights: • Is acquiring individual citizenship knowledge also associated with peer language environment? • Students in classes with lower language achievement attain higher civic knowledge scores • High language-achievement students do better if part of lower language achievement class • Students with lower achievement level do better when part of a better performing class • Also the variance in language skills in the class influences citizenship knowledge Purpose: The degree to which inequalities in citizenship outcomes of students develop, may depend on the composition of the classroom. We investigate to what degree language competences of the students’ class mates are associated with youth citizenship knowledge. Design/methodology/approach: A Dutch nationally representative data was used. Given the nested structure of the data, multilevel analyses were performed. Findings: Inequalities in citizenship knowledge may be reduced when low language ability students are surrounded with classroom peers who display both variation in and high average levels of language ability. Being surrounded with high language ability peers was shown to have a negative general effect on citizenship knowledge of lower performing students, in line with the big-fish-little-pond effect. Research limitations/implications: Before recommending our findings as a basis for policy-making within schools, additional evidence must be gathered to establish the causal nature of the relationships suggested by our analyses. https://www.jsse.org/index.php/jsse/article/view/4946citizenship competencelanguagecompositional effectsprimary education |
| spellingShingle | Bram Eidhof Geert Ten Dam Anne Bert Dijkstra Herman van de Werfhorst Inequalities in youth citizenship knowledge Journal of Social Science Education citizenship competence language compositional effects primary education |
| title | Inequalities in youth citizenship knowledge |
| title_full | Inequalities in youth citizenship knowledge |
| title_fullStr | Inequalities in youth citizenship knowledge |
| title_full_unstemmed | Inequalities in youth citizenship knowledge |
| title_short | Inequalities in youth citizenship knowledge |
| title_sort | inequalities in youth citizenship knowledge |
| topic | citizenship competence language compositional effects primary education |
| url | https://www.jsse.org/index.php/jsse/article/view/4946 |
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