Examining Civic Literacy With Language-Minoritized Students

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 1
  In Roundtable Session: Civic Learning and Culturally Responsive Practices (Table 3)

Abstract

We examined the relationships between cultural identity and language support and their correlation with civic access, knowledge, and participation at a civics institute. Identity data was initially collected from 4th- 8th-grade students. These data were compared to student and parent perceptions of civic life. Our collection extended into examinations of student civic learning in formal schooling. We hoped to determine how perceptions and experiences impacted in-class learning experiences and the centrality of language and social class. Finally, we analyze these factors to the efficacy of other forms of support related to knowledge building to understand better how integrating practices can support bilingual, multilingual, and historically minoritized students to participate in civic life.

Authors

• Arturo Rodriguez, Boise State University

• Kevin R. Magill, Baylor University