Secondary Analysis of ICCS data: Inequalities, Civic Attitudes, and Civic Engagement

Group Submission Type: Formal Panel Session

Proposal

International large-scale assessments (ILSAs) such as the Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading and Literacy Study (PIRLS), the International Computer and Information Literacy Study (ICILS), and the International Civic and Citizenship Education Study (ICCS) are an increasingly important part of the educational research and policy landscape. In addition to cross-sectional estimates of achievement in different domains of learning, ILSA datasets provide a wealth of background information from participating students and their homes, teachers, and schools.
Notably, the IEA’s ICCS is unique in providing researchers with ample opportunities to comparatively conceptualize, measure, and study important student learning outcomes and educational experiences (e.g., civic attitudes and engagement; citizenship education practices) that go beyond traditional outcomes of learning and are crucial tools in enabling young people to become agents of empowerment, equality and social justice, thereby contributing to sustainable democratic societies. Moreover, the rich information collected from students, teachers and school principals also enables meaningful comparative studies of educational inequalities. Recent work illustrating the impact of ICCS (see Malak-Minkiewicz & Torney-Purta, 2021) has highlighted its tremendous potential for studying students’ civic attitudes and learning experiences comparatively and for providing valuable information regarding educational quality and equity to educational researchers, policymakers, and practitioners.
Against this background, the present panel highlights both substantive and methodological contributions of ICCS data to the study of inequalities in students’ civic attitudes and engagement, as well as their perceptions of learning environments. The panel brings together three contributions that use ICCS 2022 data to examine students’ civic attitudes and engagement in different but complementary domains, as well as key learning and teaching practices for citizenship education such as the open classroom climate for discussion. The common substantive thread across the three papers is a focus on “gaps” and on learning outcomes and processes that are at the core of peaceful and sustainable democratic societies.
The first paper examines the extent to which differences in students’ support for equal rights for immigrants between socioeconomic groups can be explained by individual- and school-level factors, shedding new light on influences that may operate differently for students of different socioeconomic backgrounds and may either compensate for or exacerbate disadvantage. The second paper focuses on the open classroom climate for discussion, an established predictor of various civic learning outcomes among 14-year-old students worldwide, but with the innovative focus on gender differences in students’ perceptions of these opportunities. The final paper examines students’ environmental attitudes and sustainable behaviors, exploring the gap between civic attitudes and actual behaviors in the domain of sustainability.
From a methodological perspective, the three contributions illustrate complementary approaches to analyzing ICCS data, including the Oaxaca–Blinder decomposition method, multilevel regression modeling, and correlational analyses. In line with the conference theme, “Re-examining Education and Peace in a Divided World,” this session contributes to understanding how schools can promote social cohesion, equality, and sustainability by fostering support for equal rights, gender inclusiveness, and environmental responsibility.

Sub Unit

• Large-Scale Cross-National Studies in Education SIG

Organizers

• Maria Magdalena Isac, The University of Bath

• Andres Sandoval-Hernandez, University of Bath

Chair

• Maria Magdalena Isac, The University of Bath

Individual Presentations

• Who Welcomes Whom? Understanding Socio-Economic Disparities in Students’ Support for Equal Rights for Immigrants Using ICCS 2022 - Francisco Gatica, University of Bath

• Gender Differences in Perceptions of Open Classroom Discussion using ICCS 2022 - Ernesto Treviño, Pontificia Universidad Catolica de Chile; Diego Carrasco; Catalina Miranda-Riquelme

• Examining Students’ Environmental Attitudes and Environmental Behaviors in EU Countries Participating in ICCS 2022 - Lauren Elizabeth Musu, IEA

Discussant

• Andrea Netten, IEA Amsterdam