Realizing the Civic Potential of Immigrant Youth: Fulfilling the Purpose of Social Studies

• In Event: 29.083 - New Directions in Research on Civic Knowledge and Practice

Abstract

At the turn of the last century, immigrants filled US urban centers just as compulsory education took off. Since that time, the American common school has been central to immigrants’ civic development (Tyack, 1974). Immigrant youth are among the fastest growing segments of our society, and schools provide a social and academic hub for their integration (Callahan & Muller, 2013; Suárez-Orozco, Suárez-Orozco, & Todorova, 2008). In general, social studies not only develops an academic skillset, but also serves as a foundation for civic identity and integration (Flanagan & Faison, 2001; Sherrod, 2003; Youniss, et al., 2002). Specifically, social studies course-taking demonstrates a strong, positive association with political behaviors in young adulthood, namely voting, among immigrant youth (Callahan, Muller, & Schiller, 2008). Jefferson long ago connected personal success to the civic good; in our current work, we examine expectations of success among immigrant youth and their later civic positioning, as well as the perceived impact of social studies course-taking on civic positioning.

Using both national survey and teacher and young adult interview data, we explore academic and civic expectations and social studies experiences among immigrant youth. Immigrant youth perceived high academic expectations from both family members and teachers; however, only teachers held strong expectations for their civic potential. Immigrant youth also identified their social studies courses as sites that fostered the development of civil discourse and leadership. Given this finding, minimal social studies course taking among immigrant youth may limit their exposure to teachers’ civic expectations, ultimately resulting in lost civic talent. We argue that the intersection of civic and academic expectations is critical to the development of immigrant youths’ civic potential.

To fully realize immigrant youths’ civic potential, we urge educators to optimize their social studies enrollment. In a series of interviews, teachers reported finding, and framing, immigrant youth as predisposed to a community-oriented social studies curriculum due to their experiences bridging the home and host cultures. In turn, immigrant youth responded to the civic expectations set by their teachers, taking on leadership roles in young adulthood. Like their parents, immigrant students’ social studies teachers expressed high academic expectations of them; however, teachers also expressed civic expectations and modeled civic behaviors – lessons the immigrant youth took to heart. Via this paper, we urge educators and schools to carefully consider how their social studies programs involve immigrant students, for the good of the students and their communities.

Authors

• Kathryn M. Obenchain, Purdue University

• Rebecca M. Callahan, The University of Texas - Austin