Socioeconomic Inequalities in Civic Learning in Nordic Schools: Can In-School Civic Participation Support the Disadvantaged?

• In Event: "Democracy Needs Democrats": What Can Schools and Teachers Do to Provide Good Civic Education?

Abstract

This paper provides an analysis of the complex role of Nordic schools in both enhancing and reducing socio-economic inequalities in civic competences. A multilevel analysis method was used to examine the IEA ICCS 2009 and 2016 data of all four Nordic countries. The results show that unequal access to civic learning (in-school civic participation and open classroom climate) exist in all Nordic countries. We found differences in access within schools in which students with more advantages felt more able to participate. Additionally, we found differences between schools. Those schools that had an intake with a higher proportion of socio-economically advantaged students tended to provide more civic learning opportunities and open classroom climates. Inequalities in access to civic learning activities manifested itself in different ways in schools across the Nordic countries. There is some evidence that this happens more regularly in Sweden than Finland, though Norway recorded the highest levels of unequal access inside schools, and no Nordic country provides equal access to all the forms of civic learning we studied. At the same time, however, there were forms of civic learning in Nordic schools that were found to reduce socio-economic inequalities in civic competences.
The results showed that when disadvantaged students gained access to civic learning, they benefit either the same or more from the experience than their more advantaged peers. A unique contribution of this paper to the field of citizenship education is that we found that in-school civic participation can have compensatory effects on developing future electoral participation and civic knowledge in students from disadvantaged backgrounds.

Authors

• Bryony Hoskins, Roehampton University

• Cecilia Arensmeier