Conceptualizing U.S. Democracy: Insights From Government Content Standards

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Abstract

In this paper, I examine how high school social studies content standards treat fundamental concepts of American governance, particularly the concept of democracy. By examining government/civics content standards from all fifty states and Washington D.C., as well as the Advanced Placement United States Government and Politics (AP Gov) course materials, I explore how these concepts are framed within secondary government and civics education. The study is driven by one research question: How do state academic content standards for government and civics courses address the concept of democracy in the United States? Employing qualitative textual analysis, I apply a framework that distinguishes between "thick" and "thin" democracy, drawing on theoretical insights from scholars like Apple (2018).

Author

• Dustin Hornbeck, University of Memphis